Gêneros jornalísticos na sala de aula: O livro didático e o caderno de redação

• Ano de defesa: 2008
• Autor(a) principal: Adriana Paulino Geisel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Gêneros jornalísticos; produção de textos; sala de aula; contexto escolar; Textos Estudo e ensino; Livros didáticos; Jornalismo e educação; Educação
• Link de acesso: http://hdl.handle.net/1843/FAEC-8MDGQP

This research intended to investigate the production of written texts at the school context, through a conception of discursive and/or textual genres during the text production activities. It was necessary to elect a didactic book that adopted a genre conception as a theoretical- methodological assumption, in order to know and follow the development of the texts production proposals. Among the work possibilities pointed out in the observation period, the journalistic types of text became the greatest interest of the research, because of the emphasis attributed to them in the written compositions proposed by one of the teachers. In this research it was used the Ethnography as a methodological perspective. The data was constructed through participant observation of the Portuguese classes of two teachers, in a 7th grade class of a public school in the town of Lagoa Santa, and also through interviews and collection of materials, such as activities and texts written by the students. As a result of the analyses, we can see that the immersion of genres in the textbook and in the classroom occurs mainly in the activities of reading. The concern about what to write directs the activity proposals of the production of written texts, and those arising from activities of reading. Another observation concerns the relationship established between the discipline and organization of the classroom and the contents learned in the writing classes, making the act of writing in the school into an individual activity that does not provide the interaction between subjects.