Ensino de produção textual: análise de livro didático de ensino médio

Abstract

The present work had the objective of doing a descriptive analysis of activities of textual production of a High School of Portuguese Language in textbooks, verifying how the pedagogic proposal contributed to the writing of students. Considering that the textbook is one of the main pedagogical methods used in the Portuguese language classes and that the teaching of writing is directly connected with the development of the communicative competence of the students, we seek to establish a relation between the practices of teaching of writing suggested by the textbook and the developing literacy of the individual. Based on Choppin (2004) and Fernandes (2010), we conceptualize and define the characteristics and importance of the textbook. We agree with the teaching of writing based on the concepts of text genre presented by Marcuschi (2005), Bakhtin (1997) and Souza (2011) and of literacy addressed by Soares (2009) and Kleiman (1995). Concerning the teaching practices, we brought the studies of Antunes (2003 and 2009). An analysis of a chapter of the textbook "Portuguese: Context, Interlocution and Sense", by the authors Maria Luiza M. Abaurre, Maria Bernadete M. Abaurre and Marcela Pontara, which deals of the textual production of the short story, genre checking how it approaches this issue if and the proposed activities contribute to the didactics of the teacher and the student’s literacy. s verified that in the teaching of writing the book presents proposals of activities that contribute to the written literacy of the students besides offering an interactionist conception of language, presenting a social contextualization of the texts used, with interpretation activities that approach diverse language aspects, being a relevant source of information and training for students and an important didactic support for teachers.