Livro didático de português: análise das práticas de textualização efetivadas em salas de aula de 2as séries do Ensino fundamental

• Ano de defesa: 2006
• Autor(a) principal: Santos, Eliene Estácio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Livros didáticos; Língua portuguesa; Produção de textos; Ensino fundamental; Didatic books; Portuguese language; Text production; Elementary School; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6531

In last years many researches done on didactic tools in the teaching/learning process have been applied to investigate Didactic Books (LD), and since 1997, by the Nacional Program of Didactic Book, the Brazilian Ministry of Education (MEC) began the systematic and continuous evaluation process of the LD, which have been significantly changed, leading to advances in theoretic and methodological aspects. In the research, having the “Didactic Books Guide”/MEC as a starting point and the studies on Portuguese language teaching in school as a groundwork, we investigate the proposals of production of the five Basic Education 2nd class LDs most used in public municipal schools of Maceió and also the way teachers use them in their classes. For this, the proposals of production suggested by the LDs of this investigation were gathered and the production conditions considered in the creation of these activities, as well as the didactic procedures applied to the accomplishment of those teachers, was discussed. We evidenced that the LD adopted is sparingly used and in general is employed to select texts, which support the elaboration of 'easier' activities to the pupils, according to their teachers. The activities are chosen by the teachers without considering their context in the LD and without planning their execution, therefore being valid the same didactic procedures for any activity and/or genre to be worked. The sumarries, in turn, do generic commentaries about the collections, not offering support to the teacher in order to understand the pedagogic proposal of them and to establish relation between the collection and their respective categories. Thus, it has a significant distance between what LD proposes on text production and the textualization practice in the dynamics of classroom, placing the pupil ahead of the necessity of writing because the teacher wants, erasing the continuous and complex process that is present in all writing act.