Ensino-aprendizagem da leitura do conto popular no livro didático de língua portuguesa

• Ano de defesa: 2013
• Autor(a) principal: Barbosa, Sirlene Francisco
• Orientador(a): Brait, Elisabeth
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Livro didático; Conto popular; Enunciado concreto; Gênero do discurso
• Palavras-chave em Inglês: Textbooks; Folk tale genre; Concrete statement; Speech genre
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13637

From a reading project, whose focus was the discursive genre folk tale, this research aims to analyze how the didactic collection of Portuguese, adopted by the school where the researcher works at(Emef Chico Mendes) collection which attends basic education II and was approved by the ProgramaNacional doLivroDidático2011(PNLD) intends to teach reflective reading of a genre that was born in the ancient oral cultures, invented and reinvented throughout the centuries: the folk tale.The research is based on the concepts of concrete statement e speech genre, along with Bakhtin Circle s conceptions.Our research object is the collection Tudo é linguagem(2010), adopted by Emef Chico Mendes School and this was a primary factor for our choice. In order to understand this research object, we used the following methodology: 1) we ve studied theProgramaNacional do LivroDidático (PNLD) and verified how the does the dialogue among the Program and the ParâmetrosCurricularesNacionais (PCN) take place; 2) we ve analyzed the collection s Manual do professorso we could get to the analysis of all reading and interpretation activities from the collections units that presented the folk tale genre in the textbook, designed for the sixth graders, the very same target students from the reading project the bottom line for this research.This methodological step was important so we could face if there was a discrepancy between the reading and interpretation activitiesand the folktale-genre-related activities from textbook s unit, for this specific genre is the main interest of the present research. The third methodological step was to analyze the textbook s activities regarding the folktale genre in order to check if they were in accordance with the work done in the Reading Project. The research is justified by the possibility of verifying how does the dialogue between PNLD guidelines and the Manual do professor occur, as far as they are concerned in providing the major learning of reading skills in basic school context. Hence, it s about a piece of work that aims to contribute to the research on Applied Linguistics field. The analysis shows that the collection has the goal of educating proficientreaders and it is guided by the speech genres. It presents, however, a single didacticalunit in its whole content that focused the folk tale genre, leading to activities that,as far as reading and interpretation skills are concerned, present a very low level of discussion and required in fact superficial tasks from the students.Therefore, we believe that this way there cannot be independent readers. There is only their dressage, giving no chance for them to reflect over what they ve read