Análise de verbetes em dicionários escolares do tipo 3 do Programa Nacional do Livro Didático

Abstract

The school dictionary is a highly relevant tool for teaching/learning of the mother tongue, even though it is scarcely employed in the classroom. This is due to the fact that several teachers lack dominion on its multiple functions and specificities. Current analysis studies terms in Type 3 school dictionaries, evaluated and selected by the National Didactic Book Program (PNLD - Dictionaries 2012) of the Brazilian Ministry of Education (MEC). The above mentioned dictionaries are used by 6 and 9 Year students of Basic Education. The several pedagogical possibilities for the use of the dictionary in the classroom are investigated by the contrastive analysis of the terms. Research by Krieger (2007; 2012), Pontes (2009) and Santiago (2012, 2015) foregrounds the theoretical presuppositions of the Pedagogical Lexicography. Research corpus comprised five Type 3 Dictionaries approved by the PNLD Dictionaries 2012, from which terms were selected. Data related to the terms were registered in charts established in a data base to store information on each term. Analyses reveal divergent and also common paradigmatic aspects of the same term in several dictionaries