The place of portuguese phonetics/phonology as presented in official documents of portuguese elementary schools

Abstract

In Portugal, the Grammatical Nomenclature in effect, up until 2003, dates back to 1967. However, in 2007 a new linguistic terminology was instituted, through the publication of the terminological dictionary (DT). This dictionary was the result of the revision of the Linguistic Terminology for Elementary and High Schools (RTLEBS), analyzed in this search. In 2015, another important document entered into effect: the Portuguese Program and Goals for Elementary and High School (PMCPEB). Considering the importance of Phonetics and Phonology in the reflection on language, and broadening linguistic knowledge, and taking into account the fact that, traditionally, these areas have been poorly represented in Portuguese school curriculums (VELOSO, 2006), the objectives of this research are: to analyze the place Phonetics and Phonology occupy in the PMCPEB, in the 3rd Cycle of Elementary School, and analyze if the entries in the revision of TLEBS cover the content of this field as prescribed by the PMCPEB. To this end, this study is based on the work of Cagliari (2009), Veloso (2006), Veloso and Rodrigues (2002) and found that these subjects are poorly represented in the PMCPEB; that largely the records of the revision of TLEBS do not cover all of the content prescribed by the PMCPEB for these areas; and that there are terminological errors, as well as theoretical imprecision in the composition of the entries investigated.