Punctuation activities: reflections on Portuguese didactic collections

Abstract

This research analyzes the activities on the use of punctuation in two textbook collections: Português: uma proposta para o letramento and Português: linguagens. This work is justified by the need to take into account new insights about the punctuation. The research is based on theoretical contributions of the Dialogic Discourse Analysis. From the methodological perspective, we proposed two axes: the theoretical, to study the punctuation and the practical axes dealing with the dialogic analysis of activities on punctuation. In our considerations, we find heterogeneous educational proposals, with the punctuation crafted more for oral modality in a collection than in other.