Gêneros textuais digitais: sua abordagem na BNCC e nos livros didáticos de 8º e 9º anos de escolaridade

Abstract

The transformation in Portuguese language teaching, which began in the 1980s with the rise of textual linguistics, shifted the focus from the grammatical study of the text to an approach centered on language as a form of social interaction. This paradigm recognizes the text not only as a teaching tool in the classroom, but as an object present in various everyday situations. The National Common Curricular Base (BNCC, 2017) reflects this change by incorporating digital textual genres in the context of mother tongue teaching, highlighting the importance of the text as a living expression of language. Given this scenario, this research proposes to analyze six collections of textbooks intended for the 8th and 9th years, approved by the National Book and Teaching Material Program (PNLD) in the years 2017, 2020 and 2024. Based on the elements of textual genre - thematic content, structural composition and style - as proposed by Bakhtin (2003), the investigation aims to examine the role of digital textual genres in the BNCC and in the textual production proposals of textbooks. The objectives of the research include analyzing whether the textbooks propose descriptive activities, involving textual production with digital textual genres and verifying the connection between the BNCC guidelines for teaching the Portuguese Language and what is actually covered in the textbooks. The corpus analysis revealed that the textbooks comply with BNCC guidelines by including digital textual genres in textual production activities. However, it is noted that these activities are often limited to publication on digital media, and digital genres are approached more as chapter themes than as effective proposals for textual production. This finding suggests the need for an approach more aligned with contemporary times in teaching the Portuguese language, preparing students for effective communication in a digital and connected world, valuing language as an interaction tool beyond the limits of the classroom