Abordagens dos gêneros textuais no livro didático dos anos finais do Ensino Fundamental: um olhar sobre a coleção “Português: linguagens”.

Abstract

The present work aims to highlight the importance of using the diversity of textual genres in the training of readers, especially in the final years of elementary school, as well as their articulations in the formative path to be developed by the teacher in the classroom between the fields of activity, objects of knowledge and skills of Portuguese language teaching. We used as a study object the collection of didactic books of the final segment of the Elementary School “Português: Linguagens”, by William Cereja and Caroline Dias Vianna (2020), paying attention to the proposal presented as the Teacher's Manual on the teaching perspectives that discuss the inclusion and the approach of textual genres in the final years of elementary school. We opted for a bibliographic study centered on the theoretical contributions of several authors of books, articles, dissertations and theses on the ways of using the textbook in the classroom, in different situations and contexts. It is also worth using the guidelines presented by the National Common Curricular Base (BRASIL, 2018) that guides Portuguese language teaching practices in Brazil today. Concludes that the universe of textual genres (oral or written) is an excellent tool for work in the classroom, as it proposes different and attractive forms of learning in line with the Portuguese language, applicable to different uses in everyday life. In view of this study, it was possible to understand that the textbooks analyzed are anchored in the pragmatic perspective of teaching and includes a textual diversity demonstrated through the speeches, which we highlight as diversity of records and styles.