Antonímia: Uma análise contrastiva entre dicionários escolares e livros didáticos

Abstract

When speaking of antonym, we know that one of the basic notion related to this phenomenon is the opposition meaning between two or more words. Based on the premise that textbooks and school dictionaries are teaching tools very fundamental to instruct and to learn língua Portuguesa, the objective of this present article is to investigate how the antonym shows up on the referred material. The proposal elaborated here is based on the foundations of Lexicology, Lexicography and School Metalexicography. We will support on the concepts established by Cançado (2008), Murphy (2003), Abrahão (2018), Biderman (1996), Barros (2002) and others. Our corpus consists of the following textbook collection and dictionaries: COCHAR, Thereza, CEREJA, William. Português linguagens. 9 ed. São Paulo: Saraiva Educação. 2015; FERREIRA, Aurélio Buarque de Holanda. Aurélio Junior: dicionário escolar da língua Portuguesa. 2 ed. Curitiba: Positivo, 2011; GEIGER, Paulo (org). AULETE, Caldas. Minidicionário contemporâneo da língua Portuguesa. 3 ed. Rio de Janeiro: Lexikon, 2011; RAMOS, Rogério de Araújo (ed. resp.). Dicionário didático de língua Portuguesa. 2 ed. São Paulo: SM, 2011. Finally, our results demonstrate that reflections of this nature may contribute to the creation of more coherent and accessible dictionaries for its consultants.