O ensino da produção textual: entre as teorias linguísticas e os materiais didáticos

• Ano de defesa: 2013
• Autor(a) principal: Malfacini, Ana Cristina dos Santos
• Orientador(a): Simões, Darcilia Marindir Pinto
• Banca de defesa: Henriques, Claudio Cezar , Dutra, Vania Lúcia Rodrigues , Gerhardt, Ana Flavia Lopes Magela , Rei, Cláudio Artur de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação e Humanidades::Instituto de Letras
• País: BR
• Palavras-chave em Português: Redação escolar; Produção textual; Gêneros discursivos; Livro didático; Apostilas escolares; Semiótica; Redação Estudo e ensino; Língua portuguesa Estudo e ensino; Livros didáticos
• Palavras-chave em Inglês: Writing school; Textual production; Genres; Textbooks; School textbooks; Semiotics.
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/6636

This paper aims to investigate how the teaching of textual production has been conducted in Portuguese textbooks (LDP) and in school textbooks (AE), which now point to an option commodification of marketing knowledge Brazilian school. As a research methodology, we chose a diachronic survey on the teaching of Portuguese in Brazil, presenting a history of LD to support teaching and learning the discipline to analyze the impacts of modern linguistic theories, especially with regard to genres (cf. Bakhtin, 2003), and NCP / PCNEM in teaching the production of texts in the classroom. Because of the changes recently proposed by the National Teaching Exam (ENEM) and its impact on school approach Textual Production (PT), delimit our analysis gender school dissertation (DE), known generically as writing school (RE), the charged more contests and vestibular Brazilians, tracing a snip from the post-dictatorship until the recent proposals semiotic approach to the genre (Barthes, 1975; SANTAELLA, 2009; SIMÕES, 2009). Our perspective is, by way of ideological changes involved in changing the approach to the teaching of RE PT, pointing as LDP traditionally adopted in public schools, and AE, contemporaneously preferred by managers of private schools behave against four cornerstones for teaching practice of teaching school dissertation: theoretical concepts adopted, methodology of teaching DE, theoretical-methodological and teacher evaluation proposals. Made contrastive analysis, the work will point divergent and convergent aspects of this teaching, contextualizing the teaching role as mediator before decorres conflicts arising in teaching basic education