Gêneros de texto em livro didático de matemática: um olhar sistêmico-funcional para a linguagem no estudo das frações no ensino fundamental

• Ano de defesa: 2022
• Autor(a) principal: Pereira, Daniela Moraes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Letras; UFSM; Programa de Pós-Graduação em Letras; Centro de Artes e Letras
• Palavras-chave em Português: Língua Portuguesa; Ideação transitividade; Livro didático; Matemática; Frações; Portuguese language; Ideation; Transitivity; Textbook; Mathematics; Fractions; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/28272

This research aimed to map nas analyze, from the perspective of Systemic Functional Linguistics, henceforth SFL (HALLIDAY, 1989, 1994; HALLIDAY; MATTHIESSEN, 2004), the instantiations of text genre used to present the contente of fractions in a mathematics textbook for the 6th year of elementary school in order to verify the functions performed by these genres in the school context. The work is based on the theoretical-methodological perspective os SFL, focusing on the lexical-grammatical system of transitivity (HALLIDAY; MATHIESSEN, 2004) and on the discursive system of Ideation (MARTIN: ROSE, 2007). As for the methodological approach, the research is qualitative and exploratory in nature. The universe of analysis of this research is the textbook “A Conquista da Matemática” (GIOVANNI, Jr.; CASTRUCCI, 2008) from the 6th year of elementary school. Compose de research corpus the texts that are parto f the unit 5 of the aforementioned textbook, wich deals with the content of fractions. The research’s analytical procedures are: description of the registry variables in each selected text; descriotion and analysis of linguistic recurrences of transitivity system’s functions, description and analysis of the taxonomic relations of Superordination and Composition, of the nuclear relations and sequences of activites of the Ideation’s discursive system; analysis of linguistic marks of the most relevant systems to identify stages and phases of genre; discription of the Schematic Structure of Genre (SSG) to confirme the communicative purpose and identification os recurrent genres in aquisition of knowledge about fractions in the textbook under analysis; verification of the functions performed by this/these genre(s)of the teaching of fractions in the analyzed context. Thus, in 33 texts that composed the corpus of this work, 12 instantiations of the problem genre were indentified, the only representative corpus of the typical genres of Mathematics, mapped by Rose (2001); three instantiations of conditional explanations and one instantiation of sequencial explanation, genre belonging to the explanations family; six instantiations of procedure reports and one instatiation for analysis, belonging to the procedure family; finally, two instatiations of the historical account genre were indetified, belonging to the history family. In addition, in the corpus of this research, instantiations of four macro genres were identified. The problem genre were the most instantiated in the texts of the corpus, with recurrence of 36% of the identified genres. About this genre, constitued by the Contextualization, Data Supply and Operation Verification stages, the Resolution stage was identified in the texts that presente the content fractions. This step is usually not explicit in the text since, since it is up to reader to perform the calculations and arrive at the result. The results of this research can contribute with subsidies for the teaching and learning process of reading Mathematics texts, since, knowing the stages and phases of the genres, teachers and studants can use the most diverse mechanisms for reading the texts that build learning in this disciplinary field.