O ensino de gêneros textuais nas aulas de língua portuguesa: uma análise do livro didático e da prática docente numa escola municipal de Calumbi-PE.

Abstract

In accordance with the new theoretical perspectives of language teaching and the guidance of official documents, such as the National Curriculum Parameters and the National Common Curriculum Base, known in Brazil, respectively, as Parâmetros Curriculares Nacionais (PCN) and Base Nacional Comum Curricular (BNCC), serves as a reference to the teaching of text genre in language classes. With respect to that, we aim to investigate the pedagogical practice of Portuguese language teachers considering the teaching of text genres in the classroom and one of their main teaching materials, the textbook. Our research takes place at a local school in the town of Calumbi-PE. The study brings together three relevant research objects, which together play key roles in the teaching and learning process of the Portuguese language at school: text genres, the teacher and the textbook .Thefore, our main objective is to analyze the teacher's work environment in order to verify how text genres are approached in relation to pedagogical practice, as well as to observe how genres are normally presented in textbooks and, to what extent pedagogical support plays the role of guiding practices in the classroom. Four the purpose of reaching our goals, the works of Bakhtin (1997; 2003), Rojo (2005; 2015), Marcuschi (2005) Brazil (1998; 2017) Antunes (2003) Fiorin (2011), among others were used as our the orethical basis. We described and analyzed teaching and learning situations regarding the Portuguese language and text genres through the methodological approaches of qualitative and ethnographic research, aiming to observe teachers and students of the 6th and 8th year of middle school in Calumbi-PE. In addition, we also investigated the overall interest concerning genres in two Portuguese language textbooks which are part of a collection used in the classes we mentioned, so as to verify the textual diversity presented. The results showed a low diversity of genres in the textbook and many repetitions of some text categories, taking into account these books are supposed to be used for the entire school year. With regards to the teaching practices we investigated, it is possible to conclude that there is still a lot to be done for the teaching of text genres, taking into consideration the suggestions included in the national curriculum documents for mother tongue teaching.