O tratamento da variação de primeira pessoa do plural em livros didáticos de português do ensino médio

Abstract

n contemporary Brazilian Portuguese (PB), speakers alternate the use of the plural first-person pronoun We and people, especially in the role of subject (BRUSTOLIN, 2009; MOLLICA; NASCIMENTO, 2006; NOLL, 2008; ZILLES, 2007). A preliminary analysis of Portuguese high school textbooks (INFANTE, 2004; CEREJA; MAGALHÃES, 2005) revealed the predominance of the teaching of the pronoun nodes to designate the first person of the plural in the function of subject. This article aims to describe and analyze the treatment given to the teaching of first person plural pronouns In the Portuguese language high school textbooks. Two collections of textbooks from two Santa state schools Were involved in this research, the Madre Benvenuta Basic School of Education in São João do Oeste and the Escola de Basic Education Marechal Bormann, from Chapecó. The hypothesis is that the innovative pronoun we will arise infrequently In high school textbooks. Proof of this are the results of Viana's (2005, 83) survey which showed that in a Volume of a textbook, "the pronoun we do not appear in this [personal pronouns] picture and there is nothing Relation to its use as was done in another volume. " According to this result, we predict that the pronoun will appear As a variant form of the noun pronoun, but which must be used in informal situations of the language.