O uso do livro didático de língua portuguesa por professores do ensino fundamental

• Ano de defesa: 2006
• Autor(a) principal: Reis, Angela Maria Damaceno
• Orientador(a): Munakata, Kazumi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Livro didático; Prática docente; Ensino de língua portuguesa; Formação docente; Ensino fundamental; Lingua portuguesa (Ensino fundamental); Língua portuguesa - Livro didático; Professores de português - Formação profissional
• Palavras-chave em Inglês: Textbook; Teacher s work; Portuguese language teaching; Teacher education; Elementary education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10528

The aim of this research was to understand the use of the Portuguese textbook by teachers of the last grades of Junior High School (from 5th to 8th grade of Fundamental School in the Brazilian System). Taking the cultural history perspective, according to Chartier, the textbook was considered as merchandise produced for commerce and as a cultural sign, therefore a textbook, specifically, was considered as pedagogical new features and at the same time as traditional. Considering the curriculum critical theory and the classification of textbooks in the The Textbook National Program of 2002 (PNLD/2002), the research analysed the speeches about teachers making use of the textbook in the reports of the pupils of the teaching course in the Education Department of the University of São Paulo (FEUSP) and the speeches of the teachers that were observed by these pupils. It was concluded, for the analysis of the data, that the research presents a panoramic vision of the use of the Portuguese textbook by teachers, identifying the intensive use of the textbook in the reading and linguistic reflection activities, the precarious use in the writing activities and not the use in the verbal language activities. In these activities, the teachers demonstrated a preference for a traditional way that gave them best control of the pupils and the routine. Finally, it was proven that more than the quality of the textbook and beyond the teacher education, other factors had intervened in the teaching, such as the extreme day of work, not the adequate functioning of the PNLD in the schools and the other social functions that the school in the last few decades has taken over