The textbook of Portuguese language and treatment given to categories Tense, Aspect and Modality: a analysis historical-comparative among the 1970s, 1980s, 1990s and 2000s

O objetivo central desta pesquisa à avaliar como as categorias Tempo, Aspecto e Modalidade sÃo abordadas, no estudo do verbo e dos advÃrbios de tempo e de modo, pelos autores de livros didÃticos de LÃngua Portuguesa, nas sÃries do Ensino Fundamental e nas sÃries do Ensino MÃdio. Compararam-se livros didÃticos de quatro dÃcadas, 1970, 1980, 1990 e 2000, a fim de se verificar o estudo dessas categorias ao longo do tempo. Ao todo, foram analisados 28 livros didÃticos. Sob o aparato do Funcionalismo e da SociolinguÃstica, elaborou-se um roteiro com questÃes referentes a Tempo, Aspecto e Modalidade. Alguns documentos oficiais foram tomados, tambÃm, como base: ParÃmetros Curriculares Nacionais (PCNs), Programa Nacional do Livro DidÃtico (PNLD) e Programa Nacional do Livro do Ensino MÃdio (PNLEM). De modo geral, os resultados mostram que, nos livros analisados, prevalece o estruturalismo e o objetivo maior à fazer o aluno memorizar a conjugaÃÃo dos verbos, sem refletir sobre seus usos e/ou funÃÃes, alÃm de estudÃ-los de forma descontextualizada, o mesmo ocorrendo com os advÃrbios. Nas quatro dÃcadas, os autores dos livros didÃticos apresentaram, algumas vezes, integral ou parcialmente as categorias e, outras vezes, nÃo trabalharam com a marcaÃÃo de Tempo, Aspecto e Modalidade. Esta pesquisa à relevante para a reflexÃo sobre as mudanÃas que ocorreram ou nÃo ocorreram, no tocante ao estudo dos verbos e advÃrbios, e para a elaboraÃÃo de livros didÃticos de LÃngua Portuguesa.The main purpose of this research study is to evaluate how the categories Tense, Aspect and Modality are approached, in the analysis of the verb and adverbs of tense and mood, by authors of textbooks of Portuguese language in the Elementary school and in the High School. Textbooks from four decades, 1970, 1980, 1990 e 2000 were compared in order to analyze the study of these categories throughout the time. As a whole, 28 textbooks were analyzed. Under the apparatus of the Functionalism and the Sociolinguistics, a report was elaborated with questions referring to Tense, Aspect and Modality. Some official documents were taken, also, as a basis: National Curriculum Parameters (in Portuguese, PCNs), National Textbook Program (in Portuguese, PNLD) and National High School Textbook Program (in Portuguese, PNLEM). The general results show that the Estruturalism remains in the analyzed books, and the major aim is to make the student memorize the verb inflections without reflecting about their uses and/or their functions, besides studying them as well as adverbs in a decontextualized way. In the four decades, at times, the authors of the textbooks fully or partially presented the categories, and, some other times, they did not work with Tense, Aspect and Modality. This research is relevant to reflect about changes, which either have occurred or did not occur regarding to the analysis of verbs and adverbs, as well as to the development of textbooks of Portuguese Language