Análises de propostas de escrita de gêneros instrucionais em livros didáticos do ensino fundamental II

• Ano de defesa: 2016
• Autor(a) principal: Rosa, Nataly Gurniski
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Letras; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Concepções de escrita; Livro didático de Português; Ensino aprendizagem; Gênero discursivo instrucional; Análise de gêneros discursvos instrucionais; Livros didáticos; Bakthin, Mikhail Mikhailovitch (1895-1975); Lingüística aplicada; Estudos do Circulo de Bakthin; Ensino fundamental; Tipologia injuntiva; Concepção interacionista de linguagem; Brasil.; Discursive instructional genre; Writing conceptions; Portuguese textbook; Brazil.; Linguística, Letras e Artes; Letras
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4036

In this paper, we develop a reflection on the writing activities about discursive genre as instructional frame on 7th and 8th graders textbooks in order to check how is the teaching and learning of writing on this genre in the school context. In this interpretative qualitative research, the theoretical assumptions are guided by the Applied Linguistics, with pillar in the Circle of Bakhtin studies, covering concepts: word, interlocutor, responsiveness and discursive genre. We also related this concept with Applied Linguistics studies on reading and writing, conducted by researchers as Sercundes (2001), Geraldi (2003) Brait (2006), Fiorin (2006), Antunes (2009), Faraco (2009), Menegassi (2010), Koch & Elias (2013). We tried to answer the question: how is it proposed the writing teaching instructional texts in textbooks? The test results demonstrate in each teacher's manual: a) the predominance of the concept of interactional language; b) the purpose of writing that wants to develop the communication skills on the student; c) the concept of gender as relatively the same types of guiding the activity. As distinctive results, it was found: a) the writing conception as a consequence in the textbook Perspective (2012); b) the writing conception while working in other titles; c) the typology conception as gender groupings standard in the book Jornadas. Port (2012); d) the typology joined to the compositional genre structure in Wish to learn Portuguese (2012); e) The typology as a set of traces that form a sequence and not a text in Universes (2012); f) in the book Perspective (2012), there was no clarification on writing typology; g) the injunctive typology conception is presented as typological aspects that aim to describe actions, having a mutual regulation of behavior as the dominant language skills in the textbook Jornadas. Port (2012); h) the injunctive conception in instructional texts that present rules on how to do something, such as an instruction manual or a cooking recipe is presented in the textbook Perspective (2012), as set out inciters to action that come represented by an imperative verb