Um olhar sobre as atividades de produção textual em livros didáticos de língua portuguesa do ensino médio

• Ano de defesa: 2014
• Autor(a) principal: FREITAS, Maria Helena da Silva
• Orientador(a): LOPES, Jurema Rosa
• Banca de defesa: PUGGIAN, Cleonice, BOTELHO, Jose Mario
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Grande Rio
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras e Ciências Humanas
• Departamento: Unigranrio::Letras e Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Educação; Linguagem e línguas; Escrita; Livros didáticos; Língua portuguesa
• Área do conhecimento CNPq: Educação
• Link de acesso: http://localhost:8080/tede/handle/tede/308

This study presents the results of research on the activities of textual production in Portuguese language textbooks, high school, approved by the National Textbook Program (PNLD), for the period from 2012 to 2014 and adopted by teachers of State schools of the municipality of São João de Meriti. It is a qualitative research, that seeks to investigate how are text production activities, included in the textbook, and like these allow students to produce their own text covering the uses of text genres, suggested in the National curricular parameters and Minimum curriculum for the State of Rio de Janeiro. Production activities writing inserted in context of textual production is our object of study, because it is through our textual written productions we register our ideas, we interact with each other and become the author of our text. We developed this study based on two teaching Collections and the results show that both the Portuguese Collection volumes: language and interaction, as in the volumes of the Portuguese Collection: Literature, grammar, text Production, there is a diversity of genres in the activities of collective and individual writing textual production such as suggested by the PCNs and the Minimum Curriculum for the State of Rio de Janeiro. We conclude that the diversity of genres in the activities allow the development and expansion of the linguistic competence and student's discursive enabling at the same, develop the practice of building their own texts.