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A abordagem do vocativo em livros didáticos brasileiros dos anos finais do ensino fundamental
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Não obstante o proeminente uso do vocativo em situações interlocutivas diárias por parte de falantes e escritores, haja vista a seara de momentos comunicativos em que há demanda dos interlocutores em chamar ou destinar uma mensagem a outrem, esse recurso linguístico tem sido amiúde escanteado pela literatura linguística e pelos compêndios gramaticais. Na linguística brasileira, algumas pesquisas sobre o vocativo têm brotado no campo da Sociolinguística e da Semântica da Enunciação. Dessa feita, compete verificar como as coleções de livros didáticos de português que desembarcam nas escolas públicas brasileiras têm focalizado esse recurso linguístico e se têm incorporado contribuições científicas das áreas referidas. Nessa toada, o propósito geral da pesquisa é aventar inteligibilidades, embasado pelas proposições teórico-metodológicas da Pedagogia da Variação e da Semântica da Enunciação, sobre o tratamento conferido ao recurso linguístico vocativo nas seis coleções de livros didáticos de português destinados aos Anos Finais do Ensino Fundamental e aprovados pelo Programa Nacional do Livro Didático em 2020. Os subsídios teóricos em que se finca a pesquisa advêm de ponderações coetâneas para um ensino de língua portuguesa renovado, produtivo, qualificado (Antunes, 2014, 2015; Geraldi, 1984a, 1984b, 1991, 2009), da Sociolinguística brasileira e sua vertente pedagógica, a Pedagogia da Variação, (Bopp da Silva & Simioni, 2015; Bortoni-Ricardo, 2005; Faraco, 2015; Zilles & Faraco, 2015), da Semântica da Enunciação (Agustini, 2005; Dias & Zattar, 2017; Dias, 2020; Guimarães, 2011, 2016, 2018) e de estudos que focalizam a história e o estatuto contemporâneo do Livro Didático no Brasil (Batista, 2001, 2003; Bunzen, 2005; Rangel, 2002, 2003, 2015; Soares, 2012). Para tal, a pesquisa reveste-se metodologicamente de caráter qualitativo (Chizotti, 2006, Minayo, 2009), interpretativista (Moita Lopes, 1994) e documental (Sá-Silva, Almeida & Guindani, 2009; Silva et alii., 2009; Tílio, 2006). Procede-se à análise das seis coleções a partir do deslindamento do corpus por meio de doze perguntas categorizadoras, construídas a partir do arsenal teórico-epistemológico que subsidia a investigação. Tais perguntas contemplam se os livros didáticos, quando enfocam o recurso linguístico vocativo, são concernentes com as ponderações vigorantes no que tange ao Ensino de Língua Portuguesa, se estão em consonância com as prerrogativas da Pedagogia da Variação, e se estão em anuência com os preceitos da Semântica da Enunciação e suas ponderações para o ensino de português. Os resultados indicam que as seis coleções didáticas atenderam parcialmente ao que inquiriam as doze categorias de análise, estando relativamente em sintonia com os subterfúgios teóricos que arrimam a pesquisa. Assim, quando no tratamento do vocativo, notabilizaram-se aproximações e afastamentos das obras a um ensino produtivo e renovado de língua, que alia a formalidade à funcionalidade dos recursos linguísticos, que coloca o fenômeno da variabilidade como ponto de destaque e que não prescinde dos valores semântico-enunciativos dos elementos da língua. Cabe, portanto, que, em edições futuras, as coleções didáticas priorizem um aprimoramento do tratamento conferido ao vocativo, mais concatenado às disposições vigentes sobre ensino de português e sobre o vocativo em si, transpondo didaticamente a produção científica emergente sobre esse recurso linguístico.
Notwithstanding the prominent use of the vocative in daily interlocutory situations by speakers and writers, given the range of communicative moments in which there is a demand from the interlocutors to call or send a message to others, this linguistic resource has often been overlooked by the linguistic literature and by grammatical compendiums. In Brazilian linguistics, some research related to the vocative has sprouted in the field of Sociolinguistics and Semantics of Enunciation. Therefore, it is up to verify how the collections of Portuguese textbooks that land in Brazilian public schools have focused on this linguistic resource and whether they have incorporated scientific contributions from the referred areas. On this tune, the general purpose of the research is to suggest intelligibility, based on the theoretical-methodological propositions of the Pedagogy of Variation and the Semantics of Enunciation, related to the treatment given to the vocative linguistic resource in the six collections of Portuguese textbooks destined for the junior High and approved by National Textbook Program in 2020. The theoretical subsidies on which the research is based come from contemporary considerations for a renewed, productive, qualified Portuguese language teaching (Antunes, 2014, 2015; Geraldi, 1984a, 1984b, 1991, 2009), Brazilian Sociolinguistic and its pedagogical aspect, the Pedagogy of Variation, (Bopp da Silva & Simioni, 2015; Bortoni-Ricardo, 2005; Faraco, 2015; Zilles & Faraco, 2015), the Semantics of Enunciation (Agustini, 2005; Dias & Zattar, 2017; Dias, 2020; Guimarães, 2011, 2016, 2018) and studies which focus on the history and contemporary status of textbooks in Brazil (Batista, 2001, 2003; Bunzen, 2005; Rangel, 2002, 2003, 2015; Soares, 2012). To this end, the research is methodologically qualitative (Chizotti, 2006, Minayo, 2009), interpretative (Moita Lopes, 1994) and documental (Sá-Silva, Almeida & Guindani, 2009; Silva et alii., 2009; Tílio, 2006). The analysis of the six collections is carried out from the unravelling of the corpus through twelve categorizing questions, constructed from the theoretical-epistemological arsenal that subsidizes the investigation. Such questions contemplate whether textbooks, when focusing on the vocative linguistic resource, are concerned with the prevailing considerations regarding Portuguese Language Teaching, whether these are according to the prerogatives of the Pedagogy of Variation, and whether these agree with the precepts of the Semantics of Enunciation and its considerations for the teaching of Portuguese. The results indicate that the six didactic collections partially answered what was asked according to the twelve categories of analysis, being relatively in tune with the theoretical subterfuges that support the research. Thus, when dealing with the vocative, the approaches and departures of the works to a productive and renewed language teaching were noted, which allies formality with the functionality of linguistic resources, which places the phenomenon of variability as a prominent point, and which does not disregard the semantic-enunciative values of the elements of language. Therefore, it is important that, in future editions, the didactic collections prioritize an improvement in the treatment given to the vocative, more concatenated with the current provisions about teaching Portuguese and the case of the vocative, didactically transposing the emerging scientific production related to this linguistic resource.
Notwithstanding the prominent use of the vocative in daily interlocutory situations by speakers and writers, given the range of communicative moments in which there is a demand from the interlocutors to call or send a message to others, this linguistic resource has often been overlooked by the linguistic literature and by grammatical compendiums. In Brazilian linguistics, some research related to the vocative has sprouted in the field of Sociolinguistics and Semantics of Enunciation. Therefore, it is up to verify how the collections of Portuguese textbooks that land in Brazilian public schools have focused on this linguistic resource and whether they have incorporated scientific contributions from the referred areas. On this tune, the general purpose of the research is to suggest intelligibility, based on the theoretical-methodological propositions of the Pedagogy of Variation and the Semantics of Enunciation, related to the treatment given to the vocative linguistic resource in the six collections of Portuguese textbooks destined for the junior High and approved by National Textbook Program in 2020. The theoretical subsidies on which the research is based come from contemporary considerations for a renewed, productive, qualified Portuguese language teaching (Antunes, 2014, 2015; Geraldi, 1984a, 1984b, 1991, 2009), Brazilian Sociolinguistic and its pedagogical aspect, the Pedagogy of Variation, (Bopp da Silva & Simioni, 2015; Bortoni-Ricardo, 2005; Faraco, 2015; Zilles & Faraco, 2015), the Semantics of Enunciation (Agustini, 2005; Dias & Zattar, 2017; Dias, 2020; Guimarães, 2011, 2016, 2018) and studies which focus on the history and contemporary status of textbooks in Brazil (Batista, 2001, 2003; Bunzen, 2005; Rangel, 2002, 2003, 2015; Soares, 2012). To this end, the research is methodologically qualitative (Chizotti, 2006, Minayo, 2009), interpretative (Moita Lopes, 1994) and documental (Sá-Silva, Almeida & Guindani, 2009; Silva et alii., 2009; Tílio, 2006). The analysis of the six collections is carried out from the unravelling of the corpus through twelve categorizing questions, constructed from the theoretical-epistemological arsenal that subsidizes the investigation. Such questions contemplate whether textbooks, when focusing on the vocative linguistic resource, are concerned with the prevailing considerations regarding Portuguese Language Teaching, whether these are according to the prerogatives of the Pedagogy of Variation, and whether these agree with the precepts of the Semantics of Enunciation and its considerations for the teaching of Portuguese. The results indicate that the six didactic collections partially answered what was asked according to the twelve categories of analysis, being relatively in tune with the theoretical subterfuges that support the research. Thus, when dealing with the vocative, the approaches and departures of the works to a productive and renewed language teaching were noted, which allies formality with the functionality of linguistic resources, which places the phenomenon of variability as a prominent point, and which does not disregard the semantic-enunciative values of the elements of language. Therefore, it is important that, in future editions, the didactic collections prioritize an improvement in the treatment given to the vocative, more concatenated with the current provisions about teaching Portuguese and the case of the vocative, didactically transposing the emerging scientific production related to this linguistic resource.
Descrição
Palavras-chave
Ensino de Língua Portuguesa Livro Didático Pedagogia da Variação Semântica da Enunciação Vocativo Portuguese Language Teaching Textbook Pedagogy of Variation Semantics of Enunciation Vocative