CRITICAL/PROPOSITIONAL STUDY OF THE FORMS OF FAZER PEDIDOS IN PFL TEXTBOOKS (BP)
PFL textbooks. Fazer pedidos. PFL Teaching-Learning.
In the teaching-learning context of Portuguese as a Foreign Language (PFL), teaching grammar must play a pedagogical part. It needs an active role in the development of the linguistic conscience of the learner, thus making possible the critical usage of forms and functions which native speakers employ spontaneously, extrapolating the norm professed in the prescriptive manuals and reproduced in the PFL Textbooks (TB). Therefore, it is necessary to comprehend the gaps in the PFL TB and to work to foster better conditions to approaches which generate real communication, and so that language in use is the focus of the possibilities of interaction. Our investigation, which is of qualitative nature, aims to comprehend and to analyze how the competence fazer um pedido is presented in PFL textbooks, how it is approached in a less practical and/or functional way besides what the grammar rule recommends. In our analysis we use three manuals for teaching PFL which include the competence previously metioned: Novo Avenida Brasil 1 (LIMA et al., 2008); NOTA 10: Português do Brasil (DIAS; FROTA, 2015); and SAMBA!: Curso de Língua Portuguesa para Estrangeiros (FERRAZ; PINHEIRO, 2020). We map the uses proposed by the aforementioned Textbooks, comparing them to the reoccurring varieties in the language in use. Theoretically, we are supported by the interpretations on methods of teaching foreign language by Larsen-Freeman (2000); stages of grammatical learning with communicative approach by Brown (2008); Bizarro (2017); Damatta (1986); Kramsch (2013); Mendes (2011); Meyer (2013); Silveira (1998); Santos and Alvarez (2010); among other theoreticians.