Processos de compreensão e de produção discursiva em livros didáticos de ensino fundamental II

Abstract

This work has as general purpose to analyze the strategies that the reading sections of EF II textbooks launch to guide the processes of understanding and activate the discursive production of readers. Specifically, we intend to investigate how the reading section of textbooks activates the process of reading comprehension; to analyze the influence of the textbook on the readers' discursive production process; and to show the importance of the textbook as a teaching-learning instrument in the classroom on the various themes that permeate the textual genres worked on. We are based on several theoretical references such as: Brasil (2003), Cortazar (2006), Soares (1993) and others. The collection Projeto Teláris written by authors Maria Triconi Borgatto, Terezinha Costa Hashimoto Bertin and Vera Lúcia de Carvalho Marchezi was chosen for analysis. The specimens that were the object of our research were those of Portuguese language from the initial grades of Elementary School II. We sought to investigate the activities of understanding and interpretation, used in the reading sections, in order to identify and explain the possible strategies that could guide the process of understanding the readers. As a result, we could see throughout the research that the reading section of textbooks launches several strategies that contribute to activate the students 'comprehension process, such as: using bold sections in texts, images, glossaries, authors' biographies, sections as in-game conversation and time to organize what we study, etc. In our view, these strategies, in addition to influencing this process, contribute to the discursive production of readers about the texts worked on in the activities.