Fraseologismos no ensino de Língua Portuguesa: análise de livros didáticos e proposta de sequência didática

Abstract

Despite the significant contribution of phraseological studies to the understanding of the lexicon and their close relationship with cultural and identity-related aspects, Monteiro-Plantin (2014) notes that the teaching of these units in the native language still occupies a peripheral position. Based on the hypothesis that phraseological units are treated superficially in Portuguese language textbooks, often restricted to the opposition between connotative and denotative language, this research aims to broaden the didactic approach to these units, articulating their teaching with cultural and identity-related aspects. Grounded in the studies of Biderman (2001), Hall (2006), Monteiro-Plantin (2014) and Marques (2018) this research adopts a qualitative approach with a descriptive design. The corpus consists of the textbook collection Portugues Linguagens, by William Roberto Cereja and Carolina Dias Vianna, intended for the final years of Middle School (6th to 9th grade in Brazil) and approved through the National Textbook and Teaching Material Program (PNLD) 2024-2027. The results show that, although phraseological units are present in all four volumes analyzed, approaches centered on semantic and grammatical aspects predominate, with limited exploration of their cultural and identity dimensions. In light of this context, a didactic sequence is proposed for the final years of Middle School, structured around activities involving phraseological research, analysis and reflection on cultural and identity-related aspects, and the production of phraseological-cultural posts. The proposal seeks to extend the treatment of phraseological units beyond the dichotomy between connotative and denotative language, thereby contributing to a more contextualized and meaningful learning process in Portuguese Language teaching.