A cultura digital em livros didáticos de português do ensino médio aprovados pelo PNLD - 2021.

Abstract

Surrounded by digital culture, society no longer finds space to ignore it, neither the school that is configured as a laboratory for social implications solved via digital material. Based on this fact, this research turns to the teaching process and has in its scope the following research question: How is digital culture approached in Portuguese High School Textbooks (PHST) approved by the National Textbook and Didactic Material Program (NTDMP) – 2021? From the point of view of the assumed objectives, we highlight as the general objective: to analyze the didactic-discursive mode undertaken by the PHST when choosing digital culture as a pedagogical interface. Regarding the specific objectives, the following were stablished: 1) to identify the digital discursive genres present in the PHST; 2) to investigate the presence of digital culture as a pedagogical possibility and as a vector of interaction in the PHST’s approach about Portuguese teaching; and 3) to verify how the activities with digital social networks in the PHST stimulate critical positions in high school students. In order to achieve these objectives, we decided to use contributions from the Dialogical Theory of Language, from the Bakhtin Circle, which clearly deals with language always in the perspective of changing world, driven by social practices, as it is possible to highlight in Bakhtin (2011 [1979], 2015 [1930], 2016 [1952/1953], 2017 [1970], 2020 [1985]), in Volóchinov (2018, 2019 [1944/1945]) and in Mediéved (2019 [1928]) and studies on interaction in digital culture such as that by Coscarelli and Ribeiro (2005), among others. When it comes to the methodology, three High School PHST approved by the NTDMP - 2021 as the corpus, objects that characterize the research as documentary, qualitative and of interpretive perspective of the data. The data generation starts from the prerogative that, only after the NTDMP - 2021 public notice, the approval criterion based on digital culture appears. In this sense, we performed the cataloging process of the digital material found in the works so that, in addition to achieving the first objective, it was possible to have material enough to relate digital culture and PL teaching to, finally, analyze the data in accordance with the other objectives that we aim to achieve. As for the results achieved, we affirm that, in all works analyzed, the data allowed us to interpret that there was too much investment in digital culture, not only due to the obedience to the prerogative of the selection notice, because if that were the case, half of the proposals, in some cases more, would not be reached. However, not all of them offered a didactic-discursive approach that could explore the extrapolated, the necessary criticality for the exercise of citizenship from interactions via digital technologies. In this line of thoughts, this research contributed to fostering a more competent direction, in the light of DTL, with regarding the production of methodological approaches in activities that contemplate digital culture, promoting the discussion about the need of bringing to the university curriculum the theme with a view to improving teacher training to the professional context of the 21st century.