A semântica nos livros didáticos de português do ensino fundamental: um exercício de análise

Abstract

This work's main objective is to explore how Semantics is worked on in Portuguese language textbooks for the final years of elementary school. As theoretical support, it presents studies by Ferrarezi Jr. (2008), Cançado (2018), Müller and Viotti (2003), Ilari and Geraldi (2006); Pietroforte and Lopes (2003). We selected three textbooks “Tecendo Linguagens” by the authors Tania Amaral Oliveira, Lucy Aparecida Melo Araújo, published by IBEP, 5th edition, 2018 and evaluated by the National Textbook Program (PNLD), and two others, one from the eighth year Portuguese: languages by Editora Saraiva, by authors William Roberto Cereja and Thereza Cochar Magalhães, and the last, single volume of High School, by these authors. This study made it possible to identify the way in which Semantics was approached in the textbooks that make up the corpus of this research. In the corpus it was possible to see that Semantics is treated through the study of figures of speech, a restricted stance very close to what was done during the emergence of Semantics as a science, without addressing aspects of Pragmatics and its correlations with Semantics.