O fenômeno da crase em livros didáticos de Língua Portuguesa do 9º ano do Ensino Fundamental

Abstract

This work addresses the phenomenon of crasis in Portuguese language textbooks for the 9th year of elementary school, with the aim of analyzing ways of approaching the teaching of crasis in Portuguese language textbooks for the 9th year of elementary school, based on the principles conceptual concepts of this phenomenon in reference grammars for school teaching. The research explores the teaching of crasis in textbooks, which often have few clear and practical examples. This approach can make it difficult for students to understand the correct use of crasis in everyday situations. From a methodological point of view, the present study is based on a qualitative, exploratory approach, carried out through the technical procedures of bibliographical research (Gil, 2018, 2019). The theoretical foundation came mainly from readings by Antunes (2003, 2007, 2014), Bagno (2002), Bechara (2009, 2020), Cunha and Cintra (2017), Labov (2008), Neves (2000, 2006), Possenti (2011), Travaglia (2009), among others; in addition to the curricular guidelines proposed by the National Common Curricular Base (BNCC) (Brazil, 2018). As a corpus, we analyzed two Portuguese language textbooks from the 9th year of Elementary School, namely: “Teláris Essencial” (Trinconi; Bertin; Marchezi, 2024) and “Português: Linguagens” (Cereja; Vianna, 2024). From them, we reflect on the contextualized teaching of crasis, in addition to identifying the main challenges encountered in the use of this phenomenon in the aforementioned didactic works. The results indicate that the teaching of crasis is still relatively summarized in textbooks, highlighting the importance of further contextualizing the content and presenting clear and varied examples. Furthermore, challenges were identified, such as difficulties regarding a superficial approach to the content and the lack of connection with practical situations, which open space for future investigations. In this way, the results contribute to the improvement of Portuguese language teaching, offering support for the reformulation of teaching materials and promoting significant reflections that open space for future investigations.