Punctuation marks activities in two textbook collections of mother tongue (middle school)

Abstract

This paper describes the didactic approaches on the punctuation marks found in volumes from 6th to 9th year of two collections: Português: uma proposta para o letramento, by Magda Soares, and Português: linguagens, by William Roberto Cereja and Thereza Cochar Magalhães. In support of our investigation, the research has theoretical framework the contributions of Dialogic Discourse Analysis, taking as input some key concept developed by Bakhtin´s Circle: discourse genres. From the methodological perspective, two axes were proposed: a) presentation of the keyword; b) description of the discursive enunciation-didactic approaches on the use of punctuation in two collections listed. The results show considerable differences in approach to the punctuation signs of the content between the two collections, which highlight the heterogeneous distribution of content in different grades, and the concentration given to the oral modality in Português: uma proposta para o letramento.