Panorama da produção de livros didáticos de espanhol publicados no Brasil entre 1991 e 2008

• Ano de defesa: 2009
• Autor(a) principal: Rocha, Wellington Alan da
• Orientador(a): Silva, Ademar da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• País: BR
• Palavras-chave em Português: Livros didáticos; Língua espanhola; Língua e linguagem - estudo e ensino; Material didático; Espanhol; Ensino de línguas; Produção de material didático
• Palavras-chave em Inglês: Didactic books; Linguistics abilities; Communicative competence; Spanish language teaching
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/5704

The objective of this research is to sketch a short view of the didactic books (from now on LD Livro didático) that focus the teaching of the Spanish Language which were published in Brazil between the years of 1991 and 2008. To focus this research I analyzed 29 different titles, whose target public are the students of Elementary (I and II cycles) as well as High School students. The analyses considered the way of proposed activities directed to acquiring/developing communicative competence and the four linguistic abilities (reading, writing, speaking and listening). The option to analyze the LDs was due to a research checked that was previously performed by Denise Pincaço, which resulted in a Mastering dissertation named História e Ensino de Espanhol de 1942 a 1990 and is related to my research that continuous, that is, goes on such work and focus the subsequent years (that is from 1991 till 2008). First the LDs were analyzed one by one in accordance to the target public, so that it was possible to perform the following analyses. In a reduced way we can summary the production of LDs in three moments: (a) domain of a Traditional approach from 1940 to 1990; (b) publishing books with activities focusing a communicative teaching (from 1991 to 1999); (c) the first LDs published in a communicative way from 2000. Comparing the Spanish LDs with the orientations in the PCNs (Parâmetros Curriculares Nacionais) and in the OCEMs (Orientações Curriculares para o Ensino Médio), I observed the presence of disparity between what is suggested and what is developed in the LDs as an example the lack of activities focusing the development of discursive, strategic and sociolinguistic sub-abilities. With this interpretative research, I hope to contribute to the Scientific Brazilian community effort to make up an historic of LDs production in our country as well to point lacks to be even when elaborating LDs aiming the Spanish language teaching and learning.