Lexicology is the branch of Linguistics that is dedicated to the study of the units that make up
the lexicon of the language in its most diverse aspects, such as its formation and its meanings.
In a broad way, the lexicon can be defined with the set of words of a language. Vocabulary,
understood as individual, is part of the lexicon and is always being renewed, first in oral
communication and then in writing. In this research we had as main objective to analyze the
activities directed to the teaching of the vocabulary present in the two collections of textbooks
of Portuguese Language from the 1st to the 5th year, being: Buriti Mais Português, collective
work conceived, developed and produced by Editora Moderna, Book and Portuguese Language
Book Ápis, das autoras BERTIN, Terezinha; MARCHEZI, Vera; TRINCONI, Ana; Editora
Ática, (2017), adopted in two elementary educational centers I, comprising a total of 10 schools,
in the municipality of Araguaína northern Tocantins. We had as specific objectives: to analyze
the official documents of the Curricular Reference of the State of Tocantins, of the municipality
of Araguaína and the Political Pedagogical Project of the ten schools of the two chosen
educational centers, seeking to observe if there are proposals for teaching vocabulary; conduct
a survey of the social context of the schools in the two centers analyzed; analyze quantitatively
the activities presented in textbooks in relation to vocabulary and, finally, propose some
activities aimed at learning vocabulary. After the analysis, it was possible to verify that the
textbooks of the two collections selected for this research do not offer, in a satisfactory way,
activities that perform the teaching of vocabulary and lexicon, since one is inserted in the other.
The activities we selected for this analysis were: word formation, synonyms and antonyms,
alphabetical order, entries (part of the dictionary). We realized with this that, since the
beginning of the student cycle, activities that favor the teaching of the lexicon and the use of
the dictionary as a facilitator and teaching tool is still very little used, and when the use is
suggested, it is often not used correctly. To help the teacher to work with the dictionary from
LD texts, we suggest some and from them we propose activities with this purpose.
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