Leitura e identidade no livro didático de língua espanhola

• Ano de defesa: 2012
• Autor(a) principal: Tello, Andrés Alberto Soto
• Orientador(a): Gomes, Carlos Magno Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Letras
• Palavras-chave em Português: Língua espanhola (estudo e ensino); Livros didáticos; Leitura (estudo e ensino)
• Palavras-chave em Inglês: Spanish language; Textbooks
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/handle/riufs/5790

This research makes critical studies in Spanish language textbooks chosen by the PNLD (National Textbook Program, in English) to be used in Brazilian public schools for the year 2012. We have focused on the texts in the following textbooks: Síntesis Curso de Lengua Española, mostly in Texto Principal and Texto Complementario parts, as well as other subjects related to the choice of texts, noticing how culture and identity are presented. Our Dissertation is based mainly on studies such as Canclini (1989, 2008), Almeida Filho (2005, 2007), Hall (2000, 2003). The topics covered and discussed by the theorists are suggested in the National Curriculum PCN S (2006) as a means of approach to foreign language teaching. We chose to split the search into three sections: in the first, we have presented a historical overview of Spanish language in Brazil, especially major changes in its teaching up to the rise of PNLD, our research object; in the second chapter, we have pointed out the concepts of culture and identity observed in the courseware Síntesis Curso de Lengua Española; finally, in the third chapter, we have examined reading strategies proposed, from design and cultural identity as a corpus of research in order to verify whether they are in agreement with the guidelines of the Ministry of Education (MEC), guided by the PCN S, and the importance related to the texts investigated.