A produção textual em livros didáticos de língua portuguesa do 9. ano de escolaridade

Abstract

The act of writing poses a challenge to many, both in and out of school. This thesis aims at comprehending how Portuguese Language textbooks, particularly ones assigned to 9th grade students, articulate proposals of text production activities. Among the axes of Portuguese Language teaching – reading, orality, linguistic analysis and text production –, writing proves feared by students and even some teachers. It is not an easy task to practice writing in classroom in a context where mechanized practices become observably and increasingly popular in elementary school. With this in mind, this thesis is organized with the aim of promoting reflections on the way textbooks – an essential tool in many schools across the country – approach writing practice. Firstly, we present the theoretical framework. Starting with elementary ideas such as language (Bakhtin, 2003), we cover some fundamental concepts to text production teaching, such as genre (Marcuschi, 2008; Bronckart, 2003. We, then, introduce the ideas of Text Linguistics applied to the teaching of text production, as shown by Werneck (2018) and Tedesco (2012, 2016, 2019, 2021). Furthermore, we observe the main guidelines to text production teaching according to official documents such as the Parâmetros Curriculares Nacionais [National Curricular Standards] (1998), the Base Nacional Comum Curricular [National Common Base Curriculum] (2018) and the PNLD [National Textbook and Learning Material Program]. In the last stage of this research, we analyze three textbooks, from different collections, aimed at 9th grade students in order to observe how the axes of Portuguese Language teaching practices are articulated, paying special attention to text production. We also observe whether or not those books follow the orientations proposed by the official documents and by the basilar conceptions of text production teaching. Closing remarks point us to the need for reflection on how one conceives the teaching of text production and motivates future research that may expand both the teachers’ practice and the students’ success in producing text with proficiency.