Significados nos livros ILE distribuídos nas escolas públicas chilenas: uma abordagem sistêmico-funcional do conhecimento
DOI:
https://doi.org/10.35588/ayr.v5i1.5968Palavras-chave:
textbooks, English as a Foreign Language, ideational meaning, knowledge, lexical complexity, Systemic Functional LinguisticsResumo
Este artigo examina o conhecimento construído nos livros didáticos de Inglês como Língua Estrangeira (ILE) de 1° e 2° séries distribuídos pelo Ministério da Educação do Chile em escolas públicas. Do ponto de vista linguístico, o conhecimento é abordado como significado, construído a partir dos recursos oferecidos por uma determinada língua. Os livros didáticos são fundamentais no ensino e aprendizagem de línguas estrangeiras porque apresentam grande parte desses recursos; consequentemente, é vital entender como os significados no currículo começam a ser construídos e desenvolvidos. Com esse objetivo, estudamos os recursos lexicais em livros didáticos utilizando a abordagem da Linguística Sistêmico-Funcional com método de design misto. Realizamos uma análise de discurso para identificar relações semânticas entre esses recursos e o tipo de conhecimento que eles constroem, e realizamos uma análise de corpus para estimar como a complexidade lexical aumenta de um nível para outro. Observamos que ambos os livros constroem conhecimentos de senso comum, correspondentes ao que as crianças sabem sobre o mundo em sua língua materna. Também descobrimos que a complexidade lexical aumenta entre um livro e outro, aumentando o repertório lexical dos aprendizes.
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Direitos de Autor (c) 2023 Andrea Lizasoain, Jorge Vargas Mutizabal
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