Atividades epilinguísticas em livros didáticos de língua portuguesa: uma análise crítica

Abstract

This work aims to critically analyze the presence and approach of epilinguistic activities in Portuguese language textbooks, especially in the collection Teláris Essencial Portuguese of the 6th grade and 9th grade of Elementary School. Based on the studies of Franchi (1991), Silva (2010), Garcia and Sisla (2020), Bezerra and Semeghini-Siqueira (2007), among others, the research understands epilinguistic activities as practices that promote reflection on the use and functioning of language, without necessarily resorting to grammatical terminologies, contributing to the development of students' linguistic and metalinguistic skills. This is a qualitative documentary research, seeking to identify how these activities are addressed in the textbook based on curricular guidelines, such as the National Curriculum Parameters (PCNs) and the National Common Curricular Base (BNCC) ). The analysis revealed that, although they include some reflective proposals, the approach tends to be traditional and mechanical, as criticized by authors such as Pilati (2017) and Mendonça (2006), without exploring the autonomy of students in their own construction of linguistic knowledge. It is concluded that despite the advances, there are great spaces for improvement in the elaboration of activities that stimulate a deep and dynamic understanding of the language, promoting a reflective and critical education.