O livro didático de língua portuguesa entre o ensino de gramática e a reflexão linguística

In this paper, we aim at discussing the position of some textbooks in a continuum between grammar teaching and linguistic reflection. We research how linguistic forms are studied in two textbooks of Portuguese Language Teaching and, simultaneously, we discuss the impact of the National Program of Textbooks (PNLD) on tasks that study them. The analysis was guided by five questions and divided into two steps: description of data and, later, discussion of such description. Based on this procedure, itis possible to reflect upon the treatment given to texts used for the discussion of linguistic forms (especially, metaphor and verbal concordance) and to the forms themselves. The analysis suggests that texts were used only to teach rules of grammar and, in general, their meaning was not discussed. Moreover, the discussion of linguistic forms remains majorly a matter of grammar teaching, very close to the grammar tradition, despite the fact that there are several studies that suggest it is relevant to promote linguistic reflection. Finally, it seems that the PNLD has not been able to induce significant changes in the conception of tasks to reflect upon linguistic forms, even though in the past the program had promoted the quality of the textbooks in Brazil.