Elementos de contextualização em livros didáticos: norteadores do processo de compreensão textual

Abstract

The present work aims to make an analysis of the contextualization elements that textbooks of Elementary School II launch to guide the process of textual compression. With regard to the theoretical basis, on the use of the didactic book in Portuguese language teaching, we adopted as an approach the discussions of Silva (1996, 2006), Soares (2002) Lajolo (1996), as well as the official documents (BRASIL, 1997 ). As for the discussion about reading and textual comprehension, we adopted Malfacini (2015), Freire (1978), Leffa (1996), Cunha (2010), Barbosa (2008), Koch / 71) and Brazil (1996, 1997). The general corpus of the work consists of a collection of Portuguese Language of Elementary Education II, approved by the PNLD 2014. As for the specific corpus, we took up the opening sections of the 2nd thematic unit of each of the books of the four grades. For the categories of analysis, we focus our attention on the subsections "Talk to the class", "What we do in this unit" and "Let's think". As a result, we perceive that they function as contextual elements that the textbooks launch in order to guide student-readers in the process of understanding about the themes that are still going to be explored by the chapters of the books.