Itens lexicais avaliativos em textos fabulares de uma coleção de livros didáticos para os anos iniciais do ensino fundamental: um estudo sistêmico-funcional com base no sistema de avaliatividade
Data
2021-02-26
Autores
Costa, Jandira de Oliveira 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa objetiva investigar as relações estabelecidas entre os traços típicos
constituintes dos textos nomeados como fábula em uma coleção de livro didático de
Língua Portuguesa, seus padrões valorativos nos aspectos semântico-discursivos e
léxico-gramaticais presentes nos textos e sua progressão no currículo dos anos
iniciais do Ensino Fundamental. Para tanto, foi selecionada a coleção Ápis
(TRICONI; BERTIN; MARCHEZI, 2017) por ter maior distribuição pelo PNLD nas
escolas públicas para o triênio 2019-2021. Desta coleção, dez textos nomeados
como fábula constituem o corpus deste estudo e foram analisados
qualiquantitativamente a partir (i) do arcabouço teórico da Gramática Sistêmico Funcional (HALLIDAY; MATTHIESSEN, 2014), (ii) dos estudos sobre a Pedagogia de
Gêneros da Escola de Sydney (MARTIN; ROSE, 2008, ROSE; MARTIN, 2012),
delimitados à família das estórias e (iii) dos sistemas de transitividade e de
avaliatividade, com foco no subsistema de atitude (MARTIN; WHITE, 2005). A
pesquisa busca (i) descrever como se organiza, longitudinalmente na coleção, a
sequência de textos nomeados como fábula; (ii) identificar os propósitos
sociocomunicativos e descrever as etapas e fases que compõem a organização dos
textos e contribuem para a determinação da estrutura potencial dos gêneros no
corpus; (iii) identificar as características semântico-discursivas e léxico-gramaticais
dos gêneros que ocorrem nos textos fabulares do corpus e (iv) analisar as escolhas
linguísticas na constituição dos textos do corpus como recursos para a construção
de significados avaliativos. Os resultados apontam semelhanças e diálogos
possíveis entre as ocorrências de textos de gêneros da família das estórias no
currículo da Austrália, com base no que preceituam Rose e Martin (2012), e do
Brasil, com bases nos textos da coleção analisada, indicando a (i) recorrência de
padrões e aspectos léxico-gramaticais e semântico-discursivos nas estruturas
esquemáticas e na estrutura potencial dos gêneros instanciados pelos textos
fabulares analisados os quais instanciam o gênero Exemplo, (ii) o aumento da
densidade lexical nos textos fabulares em visada longitudinal e (iii) que a avaliação,
por meio de adjetivos, se acentua com o aumento de palavras do 1º ao 4º ano
evidenciando a flutuação do conhecimento num contínuo que progride do
conhecimento comum para o conhecimento especializado (EGGINS, 2002),
disponibilizando, pela leitura/audição dos referidos textos, o acesso ao potencial da
linguagem da avaliação em contexto escolar nos anos iniciais do Ensino
Fundamental.
The objective of this research is to investigate the relationships established between the typical constituent traces of the texts named fables in a collection of Portuguese language textbooks, their evaluative patterns in the semantic-discursive and lexico grammatical aspects present in the texts and their progression in the syllabus of the initial years of Elementary School. In order to do so, the Ápis (TRICONI; BERTIN; MARCHEZI, 2017) collection was chosen, as it is largely distributed by the PNLD (National Programme for Textbooks) in public schools during the 2019-2021 three year term. From that collection, ten texts named fables constitute the corpus of this study and have been analysed qualiquantitatively based on (i) Systemic-Functional Grammar theoretical framework (HALLIDAY; MATTHIESSEN, 2014), (ii) the Sydney School Genre-based Pedagogy (MARTIN; ROSE, 2008, ROSE; MARTIN, 2012), limited to the genres in the family of stories and (iii) the Transitivity and the Appraisal Systems, with focus on the subsystem of Attitude (MARTIN; WHITE, 2005). The research seeks to (i) describe how the sequence of texts named fables are organized longitudinally within the collection, (ii) identify the sociocommunicative purposes and describe the stages and phases that compose the organization of the texts and contribute to determining the Genre Structure Potential in the corpus; (iii) identify the semantic-discursive and lexico-grammatical characteristics of the genres that occur in the fabular texts of the corpus and (iv) analyse the linguistic choices in the constitution of the texts of the genres in the corpus as resources for the construction of evaluative meanings. The results point to similarities and possible dialogues between the occurrences of texts of the genres from the stories family in the Australian curriculum, based on precepts brought about by Rose and Martin (2012), and Brazilian scholars, based on the texts of the analysed collection, indicating (i) recurrence of lexico-grammatical and semantic-discursive patterns and aspects in the schematic structures and in the potential structure of the genres instantiated by the fabular texts analysed which instantiate the Example genre, (ii) the increase of lexical density in the fables, from a longitudinal perspective and (iii) that evaluation, through adjectives, increases in the number of words from the 1st to the 4th year, highlighting the fluctuation of knowledge, in a continuum that progresses from common knowledge to specialized knowledge (EGGINS, 2002), allowing, via reading/listening of the aforementioned texts, access to the potential of language of evaluation in the school context, in the initial years of Elementary School.
The objective of this research is to investigate the relationships established between the typical constituent traces of the texts named fables in a collection of Portuguese language textbooks, their evaluative patterns in the semantic-discursive and lexico grammatical aspects present in the texts and their progression in the syllabus of the initial years of Elementary School. In order to do so, the Ápis (TRICONI; BERTIN; MARCHEZI, 2017) collection was chosen, as it is largely distributed by the PNLD (National Programme for Textbooks) in public schools during the 2019-2021 three year term. From that collection, ten texts named fables constitute the corpus of this study and have been analysed qualiquantitatively based on (i) Systemic-Functional Grammar theoretical framework (HALLIDAY; MATTHIESSEN, 2014), (ii) the Sydney School Genre-based Pedagogy (MARTIN; ROSE, 2008, ROSE; MARTIN, 2012), limited to the genres in the family of stories and (iii) the Transitivity and the Appraisal Systems, with focus on the subsystem of Attitude (MARTIN; WHITE, 2005). The research seeks to (i) describe how the sequence of texts named fables are organized longitudinally within the collection, (ii) identify the sociocommunicative purposes and describe the stages and phases that compose the organization of the texts and contribute to determining the Genre Structure Potential in the corpus; (iii) identify the semantic-discursive and lexico-grammatical characteristics of the genres that occur in the fabular texts of the corpus and (iv) analyse the linguistic choices in the constitution of the texts of the genres in the corpus as resources for the construction of evaluative meanings. The results point to similarities and possible dialogues between the occurrences of texts of the genres from the stories family in the Australian curriculum, based on precepts brought about by Rose and Martin (2012), and Brazilian scholars, based on the texts of the analysed collection, indicating (i) recurrence of lexico-grammatical and semantic-discursive patterns and aspects in the schematic structures and in the potential structure of the genres instantiated by the fabular texts analysed which instantiate the Example genre, (ii) the increase of lexical density in the fables, from a longitudinal perspective and (iii) that evaluation, through adjectives, increases in the number of words from the 1st to the 4th year, highlighting the fluctuation of knowledge, in a continuum that progresses from common knowledge to specialized knowledge (EGGINS, 2002), allowing, via reading/listening of the aforementioned texts, access to the potential of language of evaluation in the school context, in the initial years of Elementary School.