Os impactos da lei 5692/71 no ensino de língua portuguesa: uma análise sobre a edição nº 140 de 1972 da Revista do Ensino do Rio Grande do Sul

Abstract

Teaching is constantly undergoing reformulations and updates due to changes in the laws that govern it. Such restructurings are influenced by the historical-social context in which they are inserted and are passed on to teachers through official documents. Thus, this research is part of the perspective of revealing how the teaching of Portuguese was conceived in the Revista do Ensino do Rio Grande do Sul (RE/RS), specifically, in the 1970s, from the reformulation of the Lei de Diretrizes e Bases nº 5692/ 71 (LDB/71). The main objective is to analyze how the information provided in the edition nº 140 of Revista do Ensino propagates the changes related to the teaching of Portuguese language after the enactment of the Lei de Diretrizes e Bases nº 5692/71. The specific objectives are the following: identify the relationships between the educational guidelines provided for by the LDB/71 and the information presented by the RE/RS; analyze how Theory of Communication is approached in print; and understand in what way the teaching of Portuguese is adapted to the current educational guidelines. This research is justified due to the relevance that the aforementioned Revista do Ensino had and because the edition nº 140 teaches what was being foreseen in the LDB/71. Regarding the methodology, it is a qualitative research with a descriptive-explanatory character, centered on the use of document analysis. The discussion of the results is organized around two categories of analysis, namely: i) approximations between the changes proposed by LDB/71 and the information provided by RE/RS; and ii) the Theory of Communication, the teaching of Portuguese Language and the educational guidelines of 1970. The results indicate that the printed material taught the governmental guidelines laid down for the teaching of Portuguese in order to serve teachers as a support material for the permanent update. The Journal does not mention the Theory of Communication, but presents the communication process that is in accordance with the assumptions defended by Roman Jakobson (1993), having language as a communication instrument. Finally, it is worth mentioning that the aforementioned theory influenced the conception of language and teaching Portuguese at the time, and these changes will appear in the printed matter under analysis.