Linguistic Analysis of Verb and Adverb Activities in Second-Year High School Textbooks

Abstract

This article aims to investigate linguistic analysis activities involving the grammatical categories of verbs and adverbs in a second-year high school textbook. The study also addresses two specific objectives: to select sets of activities related to the categories of verbs and adverbs and to identify, within these linguistic analysis activities, whether productive teaching is employed or not. The research is descriptive-explanatory in nature and is grounded in the contributions of the following authors: Possenti (1996), Mendonça (2006), Travaglia (2009), and Geraldi (2011). It is also based on official Basic Education documents, namely the National Curriculum Parameters – PCN (Brazil, 2000) and the National Common Curricular Base – BNCC (Brazil, 2018). The investigation analyzes a sample of seven activities from the textbook “Se liga nas linguagens,” published by Moderna and written by Wilton Ormundo and Cristiane Siniscalchi. Five activities focus on verbs and two on adverbs. This sample is analyzed from the perspective of the activity types – linguistic, epilinguistic, and metalinguistic – highlighting the presence or absence of productive teaching and identifying the type of teaching that is predominantly used, namely traditional teaching, understood here as prescriptive, which appears to be implicit under the assumption of a productive approach, according to the study conducted.