Produção de textos no livro didático de alfabetização: análise documental em diálogo com professoras alfabetizadoras

• Ano de defesa: 2021
• Autor(a) principal: Pires, Renata Luchi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Produção de textos; livro didático; alfabetização; discursividade; enunciado; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/15777

The work integrates studies developed in the field of language, in an enunciative-discursive approach, in the Educational practices, diversity and inclusion research line, of the Post-Graduation Program of Professional Masters in Education at the Federal University of Espírito Santo. It is a document analysis and a collaborative case study that aims to identify and analyze the concept of text production in the Portuguese Language textbooks series Learning Together, for the 1st grade of elementary school — adopted by schools in the municipal educational system of Colatina/ES, in the PNLD 2019 (National Textbook Program) — and understand how literacy teachers relate to the aforementioned textbooks when planning text production proposals. It was carried out with the participation of two literacy teachers working in 1st grade classes of elementary school, in Colatina/ES. A qualitative socio-historical methodological approach is adopted, based on the Bakhtinian approach to language, particularly on the notion of enunciation discussed by Bakhtin, on the concept of text production and conditions of production elucidated by Geraldi, on speech strategies organized by Smolka and in the literacy concept by Gontijo. It is understood that the text is a movement of dialogue that is discursive and language work as human action and interaction, also in literacy. Throughout instruments and data production records, such as participant observation in virtual planning moments, interviews with the subjects involved in the research, group conversation with semi-structured scripts, audiovisual recordings and records in field diaries, it analyzes what the Literacy Portuguese Language textbook announces as the focus of the teaching work, the dimension of text production and what it materializes from the practical proposals it presents. It concludes that the focus of the analyzed textbook is focused on text production as a school task, evidencing the concept adopted by the teaching material. It also considers that the relationships established by the literacy teachers and the Portuguese Language Textbook are manifested as an opportunity for formative and collaborative dialogue, in the search for meanings and resignifications regarding the teaching of the dimension of text production in literacy, through an approach enunciative-discursive in practice, in which children are mobilized and have the chance to express themselves in the world. In this sense, we want to contribute to the pedagogical autonomy of literacy teachers, for them to use critically the textbooks in literacy, noticing its absences and taking care of the text in linguistic and discursive dimensions in the written modality. As an educational product of our research, we present the production of support material for future analyzes and choices of the Portuguese Language textbooks within the scope of the PNLD. The pandemic crosses the life of our research and broadens the lenses of understanding, but the work is not restricted to this period.