Intertextualidade e interdiscursividade no ensino fundamental: uma perspectiva dialógica para o livro didático de português

• Ano de defesa: 2013
• Autor(a) principal: Castro, ângela Cristina Rodrigues de
• Orientador(a): Valente, André Crim
• Banca de defesa: Pereira, Maria Teresa Gonçalves , Azeredo, José Carlos Santos de , Feres, Beatriz dos Santos , Trouche, Lygia Maria Gonçalves
• Tipo de documento: Tese
• 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: Língua portuguesa (Ensino fundamental) Analise do discurso; Livros didáticos; Língua portuguesa Escrita; Análise do discurso; Análise linguística (Linguística); Interdiscursividade; Intertextualidade; Livro Didático de Português; Ensino Fundamental; Leitura; Produção escrita
• Palavras-chave em Inglês: Interdiscursivity; Intertextuality; Portuguese Textbooks; Junior High School; Reading; Writing
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/6092

It is an assumption herein that any text is the place of constitution and interaction of social subjects, an event in which converge linguistic, cognitive and social actions, according to a dialogical conception of text (BAKHTIN, 1992). Nowadays, textbooks still prescribe teaching procedures in many Brazilian classrooms (MESERANI, 2001; MARCUSCHI apud DIONÍSIO; BEZERRA, 2005) and it is understood herein that the articulation of activities related to texts, found in those materials designed for Junior High students, to linguistic-discursive resources such as intertextuality and interdiscursivity, is necessary to the construction of textuality and meaning and it can be considered a relevant research topic. Thus, we analyze: a) the methodological instructions present in the Teacher's Manual and b) reading and writing activities extracted from two collections of textbooks, designed for Junior High school (6th to 9th grades). This investigation highlights the qualitative aspect, the analytical-descriptive nature and the interpretive character of research and aims to bring new references to descriptive research on Portuguese language, in the studied school level, establishing a dialogue with the teaching approaches of reading and writing in school, besides enabling a critical analysis of how Portuguese textbooks are used in class. The analysis is theoretically supported by Semiolinguistic, a development of the French Discourse Analysis (FDA), which focuses on discourse as an interactive process, existing in a specific context, resulting from a contract (CHARAUDEAU, 2008), assumed by a particular social group, in a given social-interactive situation. Considering the analysis of the textbooks, it is highlighted the little emphasis given to the role of intertextuality as a cohesive resource, also helping in the construction of textual coherence, and as a way of manifesting the argumentative dimension in any text; in the same way, in relation to the interdiscursivity, it is highlighted the lack of reference to the discursive presuppositions and other markers of polyphony, as well as to irony, in reading and writing activities, in the textbooks investigated