Contributions of Functional Discourse Grammar to the teaching of concessive clause

Abstract

This study investigates the treatment conferred on subordinate adverbial clauses in highschool textbooks, supported by the Programa Nacional do Livro Didático. By considering a contextualized perspective of grammar teaching, in which linguistic resources must be studied according to the concepts that are produced in the text, it analyzes whether the text is used as a context or a pretext for grammar teaching. In addition, it verifies whether textbooks are characterized as concessive from pragmatic, semantic, morphosyntactic and phonological aspects, or if they refer to semantics and morphosyntactics classification. The results show that the text is usually present, but it serves as a discussion of interpretive aspects, not as a critical analysis of the role of the concessive clause in the production of the senses. Besides that, the focus is on semantic and morphosyntactic aspects, and not on pragmatic function and phonological aspects. It is argued here that the teaching of concessive clause could broaden its scope by considering the contributions of discoursive-functional analysis of the Portuguese language.