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Journal articles on the topic 'Portuguese textbook'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Chaves Marinho, Janice Helena, and Delaine Cafiero Bicalho. "Ensino de gramática: contribuições de livros didáticos de Língua Portuguesa/ Grammar teaching: contributions from Portuguese textbooks." Educação em Foco 18, no. 26 (2015): 179–207. http://dx.doi.org/10.24934/eef.v18i26.507.

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Este artigo apresenta uma análise do trabalho com o ensino de gramática proposto por coleções de livros didáticos de Língua Portuguesa, de modo a identificar as contribuições que as coleções têm trazido para o ensino. Apresentamos uma análise geral de 40 coleções, em uso em escolas de Ensino Fundamental do país nos períodos de 2010 a 2012 e de 2011 a 2013. Desenvolvemos essa análise com base no estudo dos livros didáticos, bem como nas resenhas dessas coleções, publicadas nos Guias de Livro Didático. Assumindo uma concepção discursiva da língua e da linguagem (ANTUNES, 2010), interessou-nos in

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Barroso, Bianca Guedes, and Josivaldo Custódio da Silva. "Cordel literature in two 8th grade public school textbooks: reflections on literary literacy." Concilium 23, no. 3 (2023): 342–56. http://dx.doi.org/10.53660/clm-896-23b43.

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The present article has the general objective of conducting a comparative study between two Portuguese language textbooks for the 8th year of Elementary School – Final Years: “Singular e Plural: leitura, produção e estudos de linguagem”, by Balthasar and Goulart (2015) and “Tecendo Linguagens: Língua Portuguesa”, by Oliveira and Araújo (2018), used in municipal public schools in the city of Carpina-PE. Based on the assumptions of Literary Literacy developed by Cosson (2014), Marinho and Pinheiro (2012), the guidelines for the teaching of Portuguese language present in the PCN (BRASIL, 1997; 19

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Luís, Ana R. "Examining Adaptation Practices in English Language Textbooks." Journal of English Studies 22 (November 8, 2024): 199–218. http://dx.doi.org/10.18172/jes.5932.

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Authentic texts in English Language Teaching (ELT) textbooks are highly valued for their ability to provide learners with exposure to real-world language. In Portuguese ELT textbooks, very often authentic texts are marked as "adapted", but few discussions have been raised about how they are adapted in ELT textbooks and what elements are considered during text adaptation. Given the central role textbooks play in language teaching and learning, examining textbook writers' adaptation practices can help teachers make informed choices about how to best use such materials. The goal of this paper is

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Azevedo, Isabel Cristina Michelan de, and Eduardo Lopes Piris. "Tradition of foreign language teaching and learning: focusing on the Brazilian Portuguese as a Foreign Language textbook." Revista Brasileira de Linguística Aplicada 18, no. 2 (2018): 417–43. http://dx.doi.org/10.1590/1984-6398201812044.

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ABSTRACT This study addresses the concept of the tradition of foreign language teaching and learning in an attempt to consider the role of the Brazilian Portuguese as a Foreign Language (BPFL) textbook within this tradition. Therefore, based on Bornheim (1987), but also resorting to Titone (1968), Kelly (1969), Leffa (2012), and Dickey (2012), we present our concept of the tradition of foreign language teaching and learning. Thereafter, according to Foucault (1971), we analyze a BPFL textbook published in 1966 and another in 2011, focusing on activities proposed by the textbooks. Lastly, our r

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Donizete, Silva Oliveira, Raimundo Cordeiro Leidiane, and da Silva Barros Gomes Juliene. "The (meta)utterances and the process of construction of meanings in the Portuguese language textbook." Revista Letras Raras 12, no. 2 (2023): 182–203. https://doi.org/10.5281/zenodo.8302558.

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The textbook (LD), influenced by the technological development of the last decades, has undergone significant transformations. Among them, the complexification of its pages, with an interface reminiscent of web pages, has come to characterize its most recent layouts. In other words, the pages of textbooks in the latest formats present a page layout with different spaces, or subspaces, materializing different statements in a mosaic-like form. Thus, as stated by Barros (2004), there is a presence of specific meta-enunciative planes that focus on general enunciative planes. In other words, meta-u

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Stąpor, Izabela. "Hieronim Durski (ojciec szkolnictwa polskiego w Brazylii) i jego Elementarz dla Polskich Szkół w Brazylii w języku polskim i portugalskim." Poradnik Językowy, no. 3/2024(812) (May 5, 2024): 7–24. http://dx.doi.org/10.33896/porj.2024.3.1.

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The available literature lacks detailed and reliable account of the origins of teaching Polish and publishing Polish schoolbooks in Brazil. Hieronim Durski’s book Elementarz... is the first and only bilingual (Polish and Portuguese) textbook written specifically for Brazilian schools. It is an extraordinary work, since it documents a language that no longer exists and attests to archaic forms both in Polish and Portuguese. The analysis of vocabulary from the textbook reveals that as early as towards the end of the 19th century many words of Portuguese origin have penetrated the Polish language

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Solé, Glória, Isabel Barca, and Ana Paula Squinelo. "Portuguese Students' ideas about slavery and the slave trade from Africa to Brazil when dealing with textbook sources." Clío, no. 50 (December 19, 2024): 42–61. https://doi.org/10.26754/ojs_clio/clio.20245010807.

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This exploratory study is part of a post-doctoral project investigating how Brazilian and Portuguese textbooks present slavery and the slavery trade, as well as how Portuguese students interpret these issues, particularly when they use the sources in their textbooks. A group of 8th-grade students (aged 13–14) from a school in northern Portugal was asked to reflect on the meaning of slavery and its potential consequences for Brazil and Portugal, drawing on evidence related to the slave trade and labour during the 16th century, as presented in their textbooks. The students’ responses were analys

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Solé, Glória, Isabel Barca, and Ana Paula Squinelo. "Portuguese Students' ideas about slavery and the slave trade from Africa to Brazil when dealing with textbook sources." Clío, no. 50 (December 19, 2024): 42–61. https://doi.org/10.26754/ojs_clio/clo.20245010807.

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This exploratory study is part of a post-doctoral project investigating how Brazilian and Portuguese textbooks present slavery and the slavery trade, as well as how Portuguese students interpret these issues, particularly when they use the sources in their textbooks. A group of 8th-grade students (aged 13–14) from a school in northern Portugal was asked to reflect on the meaning of slavery and its potential consequences for Brazil and Portugal, drawing on evidence related to the slave trade and labour during the 16th century, as presented in their textbooks. The students’ responses were analys

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Costa-Silva, Jean. "Neither Portugal nor Brazil: An Investigation of the Decolonial Efforts in Instructional Materials Adopted in Early Portuguese Courses at US Universities." Hispania 107, no. 1 (2024): 67–86. http://dx.doi.org/10.1353/hpn.2024.a921462.

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Abstract: This study investigates the efforts towards promoting the decolonial teaching of Portuguese as a foreign language in instructional materials adopted in early Portuguese courses at higher education institutions in the United States. A framework for qualitative analysis of course materials, textbooks, and syllabi was designed based on Zavala's (2016) model for decolonial education and Rodríguez's (2015) studies on deep and surface culture. Eleven Portuguese undergraduate language programs in the United States submitted materials for consideration. Seven of these programs use the same t

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AMORIM, Marcel Alvaro de, Débora Ventura Klayn NASCIMENTO, and Maxwell Souza dos SANTOS. "Literary reading in a Brazilian Portuguese textbook a dialogical approach." Revista Letras Raras 10, no. 1 (2023): 52–77. https://doi.org/10.5281/zenodo.10278478.

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One of the main objectives of Basic Education is to contribute to the development of literary readers. However, trails that bring us closer to this purpose are still challenging. In this article, we intend to discuss and reframe the notion of literary reading in order to problematize its practice in a textbook. We are theoretically based on The Bakhtin Circle and literature teaching researchers, such as Zilberman (2016) and Rezende (2013). The analysis will be based on the Dialogical Discourse Analysis methodological framework, and the analytical focus falls on the first chapter of the High Sc

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Lílian, Noemia Torres de Melo Guimarães. "Context under the bias of Sociocognition in Portuguese Language textbooks." Revista Letras Raras 11, no. 3 (2023): 10–34. https://doi.org/10.5281/zenodo.8152360.

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Abstract: Based on the theoretical assumptions of Sociocognition, context is a (re)elaborated construction between the participants of an interaction based on various elements in a specific social situation that the interlocutors consider relevant for the understanding and production of discourses (VAN DIJK, 2012). Based on this, the general objective of the article is to investigate the relationship that is established between context and understanding in the opening sections of the thematic units of Portuguese Language textbooks for Elementary School final years. Specifically, we intend to l

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Winch, Paula Gaida, and Silvana Schwab do Nascimento. "A teoria da comunicação de Jakobson: suas marcas no ensino de Língua Portuguesa ( The theory of communication by Jakobson: Its marks in Portuguese Language teaching)." Estudos da Língua(gem) 10, no. 2 (2012): 219. http://dx.doi.org/10.22481/el.v10i2.1196.

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Este artigo visa entender se e como a Teoria da Comunicação, de Roman Jakobson, está presente nas atividades de cunho oral do livro didático de Português Projeto Radix - 7º ano. Constatou-se que, na maioria das atividades, o texto oral tem por base o texto escrito, sendo o texto oral espontâneo pouco abordado. A oralidade é pensada, especialmente, a partir do fator constitutivo do ato de comunicação verbal - o canal; sendo mais recorrente a função fática. Observou-se que apesar da teoria da comunicação não estar nos referenciais desse livro, ela se encontra nele, implicitamente e sob outras de

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Silva, Gláucia V. "Textbook Activities among Heritage and Non-heritage Portuguese Learners." Hispania 94, no. 4 (2011): 734–50. http://dx.doi.org/10.1353/hpn.2011.a461904.

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Cavalcanti, Taíza Ferreira de Souza, and Alexsandro Da Silva. "USOS DO LIVRO DIDÁTICO DE LÍNGUA PORTUGUESA: as maneiras de fazer de uma professora." Cadernos de Pesquisa 26, no. 1 (2019): 51. http://dx.doi.org/10.18764/2178-2229.v26n1p51-68.

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Neste artigo, apresentamos resultados de um estudo que teve como objetivo analisar os usos que uma professora de língua portuguesa dos anos finais do ensino fundamental fazia de um livro didático. Como procedimentos metodológicos, realizamos observações de aula e entrevistas semiestruturadas, cujos dados foram analisados e interpretados por meio da análise de conteúdo, tendo como suporte a teoria do cotidiano de Michel de Certeau. Os resultados evidenciaram que a professora fabricava maneiras de fazer particulares para “consumir” as propostas do livro didático (seleção, reordenação e ampliação

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Torigoe, Shintaro. "Portuguese Vocabulary Profile: uma lista de vocabulário a aprendentes do PL2/PLE, baseada nos corpora de aprendentes e de livros de ensino." Revista da Associação Portuguesa de Linguística, no. 3 (September 29, 2017): 387–400. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a20.

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This paper reports the second pilot study of the Portuguese Vocabulary Profile (PVP) project, a Portuguese vocabulary list for learners in Japan based on the Common European Framework of Reference for Languages. Inspired by the English Vocabulary Profile (Capel, 2010, 2012), the PVP takes a learner-centric approach. For this study, the author modified the first pilot version which was constructed solely from learner corpora (Torigoe, 2016a) by comparing it with a word list based on a corpus of Portuguese textbooks published in Japan. The result is a broadened vocabulary for both the elementary

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Aguiar, André Effgen de. "Colonialidade e livros didáticos de língua portuguesa." Domínios de Lingu@gem 19 (March 1, 2025): e019006. https://doi.org/10.14393/dlv19a2025-6.

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Textbooks are fundamental material for teaching practice in our country. In this sense, this study investigates how the Portuguese Language textbook (LD) Português: Línguas, through the choices of the main texts of each chapter made by its authors, can contribute to perpetuating colonialist discourses and visions in our society. To this end, we use as theoretical support thoughts on decoloniality (Mignolo, 2007; 2010; Quijano, 2005; 2007; Maldonado-Torres, 2007), on decolonial pedagogy (Walsh, 2009; 2013) and on the production of textbooks (Oliveira, 2017). Using qualitative, bibliographical a

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Piedade, Filipe, Norberto Ribeiro, Manuel Loff, Tiago Neves, and Isabel Menezes. "Learning About the European Union in Times of Crisis: Portuguese Textbooks' Normative Visions of European Citizenship." Journal of Social Science Education 17, no. 2 (2018): 26–33. https://doi.org/10.4119/UNIBI/jsse-v17-i2-1714.

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<strong>Purpose:</strong> To investigate how EU related contents are represented in Portuguese upper secondary school textbooks of History and English as a Foreign Language (EFL). <strong>Design/methodology/approach:</strong> The study performs a textbook analysis on two History textbooks and three EFL textbooks to explore if and how EU related topics are addressed. The methodological approach was mainly qualitative, based on a content analysis of the textbooks, but also includes some quantitative data (e.g., number of paragraphs) to determine the importance given to European topics in each of

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Bourscheid Sassi, Sabrina, Cristiano Maciel, and Vinícius Carvalho Pereira. "Análise Descritiva das atividades sobre Pensamento Computacional em livros didáticos à luz da BNCC." Anais do Computer on the Beach 14 (May 3, 2023): 347–54. http://dx.doi.org/10.14210/cotb.v14.p347-354.

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ABSTRACTThis paper aims to descriptively analyze activities and/orconcepts related to Computational Thinking in SET Brasiltextbooks (the material used in 2021 by schools in the state ofMato Grosso) for all curricular subjects of the second half ofElementary School. We herein address ComputationalThinking as a skill to be developed in different subjects of theschool curriculum according to the Brazilian National CommonCurricular Base (BNCC). We analyzed 8 activities and 1 table inthe Mathematics textbooks, and 1 news report in thePortuguese Language textbook. Our findings weresystematized, indi

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Silva, Mariana Batista do Nascimento. "Perspectives on research: an analysis of the textbook Ápis (3rd year of elementary school)." Concilium 24, no. 4 (2024): 89–103. http://dx.doi.org/10.53660/clm-2886-24c55.

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This work aims to discursively analyze the use of the term “research” in Portuguese language textbooks from the first years of elementary school. Thus, as a corpus of analysis, we chose volume three of the collection for teaching Portuguese Language named Ápis, which was approved in the PNLD's 2019-2022. In addition to theoretically substantiating this work from authors of decolonial studies such as Mignolo (2020), Quijano (2007), among others, we are guided by Bakhtinian discourse studies to discuss the concept of language, as well as support the analysis of the material selected.

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De Melo, Rosa Virgínia Oliveira Soares, and Lívia de Rezende Cardoso. "Gender and LD of Portuguese language: collections structure, compliance with the BNCC and gender possibilities in guidelines to teachers." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (2021): e12258. http://dx.doi.org/10.20952/jrks2112258.

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Considering the importance that the curriculum (and here books and teaching materials are included) exert in the process of training subjects, anchored in scholars, such as Butler (2010), Louro (2001; 2010), Paraíso (2004; 2010), among other authors, based on my own master's research (De Melo, 2020), which analyzed notices from the National Textbook Program (PNLD) and gender relations in Portuguese Language (LP) textbooks (LD); and, also, the research by Cardoso (2018), which analyzed the same relationships in the science curricular materials, this article intends to observe how the didactic c

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Ivanov, N. V. "School of Roman Languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 234–36. http://dx.doi.org/10.24833/2071-8160-2014-5-38-234-236.

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Department of Romance languages (Italian, Portuguese and Latin) named after professor T.Z. Cherdantseva was created November 26, 2002. The main task of the department is a professionally-oriented teaching of Italian and Portuguese (both as first and a second language) for all faculties of MGIMO-University in all majors and minors on both the undergraduate and graduate levels. Special attention is paid to teaching courses on socio-political, economic and legal translation. Teaching begins with a zero level, and by the end of training a student reaches a level of high proficiency. In accordance

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Mendonça, Guilherme Primo de, and Evandro De Melo Catelão. "A Construção do Sujeito-Aluno a partir de Leituras no Livro Didático de Língua Portuguesa: uma Aplicação do Método Recepcional." Revista de Ensino, Educação e Ciências Humanas 18, no. 3 (2017): 300. http://dx.doi.org/10.17921/2447-8733.2017v18n3p300-305.

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Este estudo busca discutir os procedimentos de leitura em um gênero textual presente no livro didático de Língua Portuguesa da Educação Básica. Assentado no Método Recepcional, 5ª etapa: ampliação do horizonte de expectativas, o trabalho relaciona os modos de leitura presentes no livro com o Método apresentado pelas autoras e outros que levam em conta o processo de ensino e aprendizagem sob o viés sociointeracionista. A leitura, considerada um trabalho social, seria praticada pelos sujeitos com o propósito de ligação dos contextos de leitura em um processo interativo. A análise abarcou, no liv

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Souza, Sheila Perina. "Entre incorporação do português angolano e a imopsição da norma padrão de Portugal na escola angolana / Between the incorporation of Angolan Portuguese and the imposition..." Cadernos CIMEAC 9, no. 1 (2019): 101. http://dx.doi.org/10.18554/cimeac.v9i1.3863.

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Este trabalho insere-se na discussão sobre as práticas de ensino e aprendizagem da língua portuguesa (LP) em Angola. Consideramos que o ensino da LP na norma padrão de Portugal, para crianças cuja língua materna é o português na variedade angolana, pode ser apontado como uma forma de elas se sentirem estrangeiras. Inspirados em Barzotto (2004), que reflete sobre a incorporação das variedades linguísticas trazidas pelos alunos, objetivamos discutir a incorporação da variedade angolana nas aulas de LP. Questionamos qual é o lugar dessa variedade nas aulas de LP. Nossa análise é feita a partir da

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Dantas, Ricardo. "PNLD 2020 and the teaching book of the final years of Portuguese language: a critical analysis on the inclusion of LIBRAS." Journal of Humanities and Education Development 5, no. 5 (2023): 72–76. http://dx.doi.org/10.22161/jhed.5.5.10.

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The objective of this article is to analyze enunciative elements referring to the criteria for choosing the textbook from the Call for Proposals for the Registration and Evaluation Process of Didactic Works for the PNLD 2020 National Book and Teaching Material Program (BRASIL, 2018) , in a critical perspective regarding the effective inclusion of the Deaf and Deaf in the Brazilian educational political-pedagogical context, observing what has been produced as school material to support Portuguese Language classes. The hypothesis of this analysis is that the choice of the textbook will be permea

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Kemmler, Rolf. "Synchronic vs diachronic approaches in the descriptions of german nominal inflection in the earliest Portuguese textbooks of the german language (1863-1926)." Cahiers Ferdinand de Saussure 76 (June 18, 2025): 61–83. https://doi.org/10.47421/cfs_76_61-83.

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Since the first German language textbook for a Portuguese target audience was published in 1863, the respective authors had to ask themselves not only how to designate the components of the nominal inflection of German nouns, but also how to present them in a classificatory way in order to familiarize their audience with the German declension. Given that the Grimmian diachronic approach was and still is considered authoritative in academic German studies, the question arises as to whether and how the authors of the earliest Portuguese works were guided by this or other approaches. The result w

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Adriana, da Silva, and Maria Santos Martins Iane. "Reading and text comprehension activities: an analysis of imperative verbs and interrogative pronouns in texbooks from a Portuguese Language collection." Revista Letras Raras 10, no. 1 (2023): 122–42. https://doi.org/10.5281/zenodo.10277951.

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The textbook is the main teaching tool in Portuguese language classes. The present study seeks to describe and to analyze reading and the text comprehension exercises of two textbooks, one from the 6th grade and the other from the 9th grade, based on theories Applied Linguistics and Text Linguistics. For this analysis, fourteen narrative texts present in the books were selected and analyzed as to how the comprehension questionnaires are structured, checking how the words used to ask questions interfere in the skills that are developed or expected for the students in a classroom. The following

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Guerra, Joaquim. "A Comprehensive Study Of Portuguese As A Foreign Language Textbook Instructions For Writing Activities—Preliminary Results." American Journal of Social Science and Education Innovations 03, no. 06 (2021): 69–78. http://dx.doi.org/10.37547/tajssei/volume03issue06-12.

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The paper aims to present the preliminary results of an ongoing study related to the teaching and learning of writing competencies, through the analysis of writing practices promoted in six Portuguese as a foreign language (PFL) textbooks for young adults. There is no systematic research about their adequacy with regard to the latest methodological guidelines or the existing curricula. Therefore, the theoretical and methodological assumptions and the organization of content and learning practices present in the textbooks are, to some extent, unknown. Although research in Didactics highlights t

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Oliveira, Thiago Garcia Martins de, and Ana Carolina Duarte. "Análise do conteúdo de botânica nos livros didáticos de biologia do ensino fundamental." ForScience 12, no. 1 (2024): e001158. https://doi.org/10.29069/forscience.2024v12n1.e1158.

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Livros didáticos são recursos amplamente utilizados pelos professores. Diante disso, almejou-se qualificar oito volumes de três coleções aprovadas pelo Programa Nacional do Livro Didático (PNLD) de Ciências em 2018. Em uma análise do conteúdo de tais obras, foi possível perceber o negligenciamento da botânica em comparação a outras áreas da biologia, por meio de quesitos preestabelecidos. Cada coleção apresentou abordagens mais ou menos satisfatórias com relação aos aspectos abordados, em que apenas a qualidade textual se destacou em 100% dos materiais, seguida por presença de recursos visuais

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Sobrinho, Marlucia Ribeiro, Melquisedec de Sousa Oliveira, Andreia Amariz, et al. "Contextualized education with the semiarid: analysis of teaching books of fundamental teaching II used in the Piamonte region of Diamantin-BA." Cuadernos de Educación y Desarrollo 16, no. 4 (2024): e3886. http://dx.doi.org/10.55905/cuadv16n4-051.

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The discourse of coexistence with the semi-arid region seeks to demystify the image of a semi-arid region represented by drought, dead animals and water scarcity. Relying on the discussions of socioeconomic, cultural, socio-environmental, economic, political and educational phenomena. Thus, the textbook must be understood within the context of social dialogue, contributing to the work of the teacher (a). The objective of this work is to analyze the didactic books of Portuguese, Mathematics, History, Geography and Sciences of Elementary School II of the schools of the public network of Piedmont

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Almeida Guimarães, Miley Antonia. "O termo “língua-padrão” no QECR e o panorama normativo brasileiro." Domínios de Lingu@gem 19 (May 27, 2025): e019020. https://doi.org/10.14393/dlv19a2025-20.

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This paper provides an analysis of the term “standard language” (língua-padrão) in the Portuguese version of the Common European Framework of Reference for Languages: Learning, teaching, assessment - CEFR (Conselho da Europa, 2001), with the aim of verifying whether the use of the term is in line with the Brazilian sociolinguistic panorama, more specifically with one of the components of what seems to have become conventionally known as its normative triad, consisting of the standard norm (norma-padrão), cultivated/prestigious (urban) varieties (norma culta) and popular varieties/norms (normas

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Flavia, Gumieiro Vieira, Malinoski Pianaro Angelo Cristiane, and Delmira Mendes Polato Adriana. "Axiologies in dialogic comic strip reading activities." Revista Letras Raras 12, no. 1 (2023): 137–54. https://doi.org/10.5281/zenodo.7909636.

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Based on the sociological and dialogical conception of language, anchored on the assumptions of Bakhtin's Circle (BAKHTIN 2003; VOLÓCHINOV, 2019), this paper's main objective is to understand how the axiological concepts of language – the extraverbal of the utterance, intonation, and value judgments – contribute to the production of meaning in the reading of a modulated utterance in the discursive genre comic strip, expanding the readers' socio-ideological awareness. For this purpose, a comic strip and proposals for reading activities in a Portuguese language tex

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Moutinho, Ricardo. "Competing voices: Participants managing constraints from the textbook in a foreign language class." Culture & Psychology 23, no. 1 (2016): 19–37. http://dx.doi.org/10.1177/1354067x16650815.

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This article discusses how participants in a foreign language class negotiate instances of power and manage the constraints embedded in the discourse of a textbook. The aim is to analyse the manner in which teacher and students collaboratively set up a participation locus that is less dependent on institutional and social norms. Because the interactive space of the classroom is an environment in which power relationships become explicit, I am especially concerned with how the students (who are all Chinese beginner-level learners of Portuguese) deal with the limitations imposed by their textboo

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Brangel, Larissa Moreira, Beatriz Nogueira Sartori, and Margot Luiza Pedron da Camara. "Parâmetros para a compilação de um corpus em português brasileiro feito a partir de textos voltados para crianças / Guidelines for a Brazilian Portuguese Corpus Composed by Texts Written for Children." Caligrama: Revista de Estudos Românicos 29, no. 1 (2024): 24. http://dx.doi.org/10.17851/2238-3824.29.1.24-42.

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Resumo: O presente estudo discute as possíveis aproximações entre a Linguística de Corpus e a Lexicografia Pedagógica no desenvolvimento de dicionários escolares de língua portuguesa voltados para crianças do 4º e 5º ano do Ensino Fundamental. Tradições lexicográficas desenvolvidas, como a de língua inglesa, costumam explorar a pesquisa com corpus como uma importante aliada no desenvolvimento de obras lexicográficas de excelência, e isso pode ser verificado nos mais diversos tipos de dicionários publicados por essas tradições. No caso de dicionários escolares, é possível encontrar estudos que

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Fonteque, Vanessa Santos, and Letícia Jovelina Storto. "Análise do Gênero Textual Seminário Presente em Livro Didático de Português." Revista de Ensino, Educação e Ciências Humanas 17, no. 5 (2016): 420. http://dx.doi.org/10.17921/2447-8733.2016v17n5p420-425.

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A pesquisa, de cunho descritivo, tem por finalidade realizar uma análise acerca do gênero textual oral seminário, presente no livro didático de português para o Ensino Médio, produzido por William Roberto Cereja e Thereza Cochar Magalhães. Objetiva-se verificar as características deste material, se o livro contempla e segue as recomendações das Orientações Curriculares para o Ensino Médio no que tange ao trabalho com a língua falada. Isso para refletir sobre a importância do desenvolvimento de atividades de oralidade em sala de aula, considerando que essa modalidade linguística não é muito tra

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Costa, João Paulo de Castro, Silvânia Aparecida de Freitas Souza, Amanda Késsila de Matos Santos, and Ana Maria Silva Souza. "Categorization of the texts present in the Physics textbooks of the PNLEM 2018, adopted at CEFET-MG: connections with the history of Physics." OBSERVATÓRIO DE LA ECONOMÍA LATINOAMERICANA 22, no. 2 (2024): e3100. http://dx.doi.org/10.55905/oelv22n2-017.

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In Brazil, students from the public schools of the municipal, state and federal networks receive free of charge the textbooks that they will use throughout their basic education, and this distribution is guaranteed by the National Textbook Program (PNLD in the Portuguese acronym). Research in the Teaching of Sciences has a great concern in studying how the teaching-learning process takes place through the textbooks and the role of the teacher in this mediation. The present study was carried out by two students of basic education, under the supervision of their guidance teachers, inserted in th

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Cardoso, Jacqueline Miranda. "OS GÊNEROS DISCURSIVOS EM UM LIVRO DIDÁTICO DE PORTUGUÊS COMO LÍNGUA ESTRANGEIRA / THE SPEECH GENRES IN A TEXTBOOK OF PORTUGUESE AS A FOREIGN LANGUAGE." Brazilian Journal of Development 7, no. 3 (2021): 24088–103. http://dx.doi.org/10.34117/bjdv7n3-218.

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Castel-Branco, Nuno. "From Flanders to Lisbon to the Mughal Empire: Hendrick Uwens and the Mathematical Backstage of a Jesuit Missionary’s Life." Early Science and Medicine 25, no. 3 (2020): 224–49. http://dx.doi.org/10.1163/15733823-00253p02.

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Abstract Hendrick Uwens (1618-1667) was a Flemish-educated Jesuit who became a missionary to the Mughal Empire. Prior to embarking on his missionary work, he taught mixed mathematics in Lisbon in the early 1640s. Both in Europe and India, Uwens often insisted on portraying himself as a mathematician. Mathematics allowed him to be amongst the first teachers of certain aspects of Galileo’s physics and to promote a mechanical worldview – unusual ideas in early Jesuit circles. He also used mathematics to negotiate his missionary appointments in Asia. This paper analyzes the manuscript writings pro

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Kossarik, M. A. "The treatise on the history of spanish by B. de Aldrete (1606) as the first textbook of romance philology." Philology at MGIMO 6, no. 4 (2020): 135–45. http://dx.doi.org/10.24833/2410-2423-2020-4-24-135-145.

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The paper analyses the role of B. de Aldrete’s treatise “Del Origen y principio de la lengua castellana o romance que oi se usa en España” (1606) in the development of Romance philology. The XVII-century author writes about the most important aspects of internal and external history of Spanish, such as: pre-Romance Spain and substratum languages; Roman conquest and romanization; Hispanic Latin; German conquests of Spain; Arabic conquest and the Reconquista; formation of kingdoms in the north and state-building processes; sociolinguistic situation in Spain; the role of Spanish in the New World;

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Andrade, Leia de, Maria Teresa Machado Vilaça, and Ruth Emília Nogueira. "A IMPORTÂNCIA DO LIVRO DIDÁTICO NO ENSINO DA CARTOGRAFIA ESCOLAR EM GEOGRAFIA PARA CRIANÇAS COM DEFICIÊNCIA VISUAL." Revista Brasileira de Educação em Geografia 8, no. 16 (2019): 294–311. http://dx.doi.org/10.46789/edugeo.v8i16.544.

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O presente artigo é resultado de uma investigação sobre o ensino de cartografia em escolas de Portugal. Com o objetivo de compreender como estava o ensino de cartografia nos anos iniciais para as crianças com deficiência visual e normovisuais, por meio da análise dos livros didáticos utilizados pelos professores. Foram selecionados oito livros didáticos de Geografia dos anos iniciais, escolhidos critérios sobre como o conteúdo cartográfico é apresentado e analisados os conceitos de: orientação, lateralidade, proporção, projeção, escala e tipos de mapas. Os livros didáticos de Geografia observa

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Oliveira, Marcia Lisbôa Costa de, Marcela Martins de Melo Fraguas, and Alana Dos Santos Mariano. "VIAJANDO NA COLÔNIA: PERSPECTIVAS DECOLONIAIS NA ANÁLISE DE UMA UNIDADE DE UM LIVRO DIDÁTICO DE LÍNGUA PORTUGUESA / Travelling in the colony: decolonial perspectives in the analysis of a unit of a Portuguese Language textbook." Pensares em Revista, no. 26 (December 15, 2022): 109–29. http://dx.doi.org/10.12957/pr.2022.69782.

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Neste artigo, analisam-se, sob a ótica das perspectivas decoloniais, dois capítulos da primeira unidade do livro didático Práticas de Língua Portuguesa, de Faraco, Moura e Maruxo (2020). O objetivo do estudo é compreender criticamente as escolhas dos temas, textos e autores selecionados para o desenvolvimento das práticas de uso da língua por alunos do Ensino Médio. Parte-se do pressuposto de que tal seleção pode contribuir tanto para o reforço das estruturas da Matriz Colonial de Poder (QUIJANO, 2014) quanto para sua revisão/transformação crítica. Adotou-se a abordagem qualitativa e procedeu-

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Guerra, Joaquim. "Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning of writing." Global Journal of Foreign Language Teaching 11, no. 2 (2021): 94–100. http://dx.doi.org/10.18844/gjflt.v11i2.5588.

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Textbooks are a resource that is widely used in language classes. For this reason, they are also one of the principal topics in research on the field of didactics. Several studies were conducted about Portuguese as mother tongue textbooks, but there is a lack of researches and information concerning the textbooks of Portuguese as a foreign language. In this study, the researcher analyses the discourse of the authors/editors in the ‘opening texts’ of textbooks for (European) Portuguese as a foreign language, for levels A1 and A2 of the Common European Framework of Reference. The study shows tha

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Sui, Jiajia. "Gender Role of Characters in the Illustrations of Local and Introduced Edition Textbooks of College Portuguese Teaching in China." Journal of Language Teaching and Research 13, no. 6 (2022): 1232–42. http://dx.doi.org/10.17507/jltr.1306.11.

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As an important resource and tool for college Portuguese teaching and learning, textbooks contain rich cultural concepts to a certain extent, among which gender culture is also deeply embedded in the textbooks and influences Portuguese students' perceptions of gender roles. This paper presents an empirical study that is based on a comparative analysis using the illustrated characters of four current college Portuguese textbooks, both local and introduced edition as the object of analysis to investigate the gender roles in these textbooks. By building a research framework that covers six dimens

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Bułat Silva, Zuzanna, and Justyna Wiśniewska. "Formas de tratamento nos manuais de PortuguEs LIngua Estrangeira: uma abordagem na perspetiva da Metalinguagem Semântica Natural." Romanica Cracoviensia 22, no. 1 (2022): 89–101. http://dx.doi.org/10.4467/20843917rc.22.008.15640.

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Forms of Address in Portuguese as a Foreign Language Textbooks: Natural Semantic Metalanguage Approach In this paper, starting from the methodological viewpoint of natural semantic metalanguage (NSM, see Wierzbicka 1996, 2013), we aim to describe how forms of address are used in Portuguese as a foreign language textbooks (European variety), investigate whether they comply with the real use of forms of address and with cultural norms of today’s Portuguese society, and propose NSM explications of their pragmatic and lexical meaning that would facilitate their acquisition. Our corpus of data cont

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Faria, Rita. "What Portuguese as a Foreign Language tells us about forms of address: an analysis of discourses of legitimation." Linha D'Água 36, no. 2 (2023): 138–64. http://dx.doi.org/10.11606/issn.2236-4242.v36i2p138-164.

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This study examines how didactic materials of Portuguese as a Foreign Language (textbooks, grammars) describe forms of address in European Portuguese and the discourses they postulate to legitimise verbal addressive behaviour, in particular when it comes to the pronoun você. The main findings are: textbooks and grammars legitimise the usage of você whilst excluding vós, despite the fact that some acknowledge the ambiguous status of você as neither a T nor a V form; the complexity and instability of the system of forms of address means that they are present in textbooks primarily apropos of oth

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Castro, Teresa Mendes. "Texto/excerto: re(con)textualização em manuais escolares de português (Text/excerpts: re(con)textualization in the portuguese textbooks)." Estudos da Língua(gem) 9, no. 1 (2011): 165. http://dx.doi.org/10.22481/el.v9i1.1146.

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Nesta investigação, analisaremos textos de manuais de Português, a fim de encontrar as estratégias discursivas utilizadas na seleção e organização dos excertos presentes nos manuais. Entendendo o texto como uma unidade configuracional, interessa-nos a organização textual dos excertos para perceber se os nexos coesivos que conferem unidade e autonomia ao texto são “quebrados” no excerto. Daremos especial relevo aos processos de recontextualização e retextualização que tornam possível ao leitor a apreensão do(s) sentido(s) do excerto, uma vez que entendemos os textos/discursos como um todo semân

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CAVADAS, BENTO. "FROM THE CONTRACTING EARTH TO CONTINENTAL DRIFT: WEGENER'S INFLUENCE ON PORTUGUESE AND SPANISH SCIENCE TEXTBOOKS THROUGH THE TWENTIETH CENTURY." Earth Sciences History 38, no. 1 (2019): 74–93. http://dx.doi.org/10.17704/1944-6178-38.1.74.

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ABSTRACT Alfred Wegener's work on continental drift profoundly influenced the development of geology during the twentieth century. The main objective of this historical research is to explore how Wegener's hypothesis about the origin of continents and oceans influenced Portuguese and Spanish science textbooks published in the twentieth century. For this purpose, a qualitative method based on the Chevallard's concept of didactic transposition was used. The didactic transposition of the fundamentals of continental drift, including displacements forces and geographical, geophysical, geological, p

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Yu, Deying. "The Origin of English Textbooks with the English Pronunciation Indicated in the Chinese Characters." English Language Teaching and Linguistics Studies 6, no. 5 (2024): p268. http://dx.doi.org/10.22158/eltls.v6n5p268.

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The earliest English textbooks compiled by Chinese people used Chinese characters to indicate the pronunciation of English words, hence they were called Chinese character phonetic English textbooks. The compilation of these kinds of textbooks has a long history. In a broader sense, their origins can be traced back to the compilation of foreign language textbooks during the Yuan and Ming dynasties, namely Hua Yi Yi Yü. In a narrower sense, their origin is closely related to the "Macao Portuguese" textbooks. Their prototype originated from the direct contact between Chinese and English languages

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Corbari, Alcione Tereza. "A argumentação como prática discursiva: por uma abordagem lato sensu no ensino básico." Revista Educação e Emancipação 14, no. 1 (2021): 295. http://dx.doi.org/10.18764/2358-4319.v14n1p295-318.

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Este artigo visa a refletir sobre a abordagem da argumentação no ensino básico, focando livros didáticos voltados ensinos Fundamental e Médio. Sem desconsiderar a importância da argumentação stricto sensu como conteúdo de ensino da disciplina de Língua Portuguesa, este texto argumenta sobre a necessidade de garantir a noção lato sensu de argumentação como tópico curricular básico dessa disciplina. Essa proposta fundamenta-se na teoria ducrotiana da argumentatividade inscrita na língua e considera que a interação pela linguagem constitui um ato social que é, em essência, argumentativo, o que si

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CAVADAS, BENTO. "PLATE TECTONICS IN PORTUGUESE AND SPANISH SCIENCE TEXTBOOKS: FROM THE 1960s TO THE 1980s." Earth Sciences History 40, no. 2 (2021): 538–65. http://dx.doi.org/10.17704/1944-6187-40.2.538.

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Plate tectonics caused a revolution within earth sciences which then was transposed into science textbooks. The main objective of this paper is to explore how plate tectonics influenced Portuguese and Spanish science textbooks published from the 1960s through the 1980s. For this purpose, a qualitative method based on the concept of didactic transposition is used. The didactic transposition of seafloor spreading evidence such as ridges, rifts and trenches, transform faults, seafloor sediments, the age of seafloor basaltic rocks, the magnetic anomalies on the seafloor, the Benioff zones and the

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Ferreira, Sílvia, and Leonor Saraiva. "Complexity of Practical Work in Portuguese Primary Science Textbooks." Investigações em Ensino de Ciências 26, no. 3 (2021): 281. http://dx.doi.org/10.22600/1518-8795.ienci2021v26n3p281.

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Practical work and textbooks have an important role in primary science education. This study analyses the complexity of practical work in Portuguese primary science textbooks. The level of complexity was appreciated by the level of conceptual demand of practical work, as given by the type of practical work, the complexity of scientific knowledge, the complexity of cognitive skills and the degree of relation between theory and practice. The explicitness of practical work was also analysed. The study followed an approach that combines quantitative and qualitative methods of analysis and a total

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