Um olhar sobre o funcionamento das orienta??es para a produ??o de texto escrito no livro did?tico de l?ngua portuguesa

• Ano de defesa: 2020
• Autor(a) principal: Fontana, Camila Regina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapec?; Programa de P?s-Gradua??o em Estudos Lingu?sticos; UFFS
• Palavras-chave em Português: Livro did?tico; Educa??o; Ensino m?dio; Ensino e aprendizagem; L?ngua portuguesa
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/3862

This research aims to analyze the formulation of the guidance statements of written text production, from the collection Portugu?s Contempor?neo: Di?logo, reflex?o e uso, which is organized in three units and encompasses high school subject-students. The collection was chosen because it is one of the most prevalent in schools, in the period comprising the years 2018, 2019 and 2020. The research corpus was delimited from the reading of the exercises that indicate, in the instruction, the work with the production of written text. For this purpose, we took as a theoretical basis the Discourse Analysis (DA) of French-Brazilian orientation, and the long-term project, entitled History of Linguistic Ideas (HLI), as well as authors who approach the history of teaching in Brazil, mainly in what concerns the production of written text. We chose to work with the production of written text, since it is one of the most incisive modalities in the school period that comprises the final years of basic education, also, because it is a modality that causes us discomfort about the way it is disseminated by the textbook ( TB). We know that the didactic instrument in question has its own characteristics and that they indicate a stability in the disposition of the contents, therefore, it becomes an important research material in the educational scenario. Our movement of analysis began with the gesture of file reading. It was this movement that made it possible to group two predominant regularities that were organized into two tables. Each table was composed of Discursive Sequences (DS?s), which present a repeatability of meanings in the formulation. The movement of writing was based on the contemplation of history, theory and gestures of analysis from the intertwining of these three great pillars.