O texto escolar escrito em aulas de língua portuguesa do 7º ano do ensino fundamental: um estudo de caso.

Abstract

The school text, called like that as the read, analyzed and produced at school, has subsidized over the past decades, as the National Curriculum Parameters (PCN's 1997, 1998) evidenced, activities with educational axes of the Portuguese language - reading, writing and linguistic analysis. Although this guidance covers different educational levels and realities of Portuguese, it‟s still questionable how teachers and textbooks have adequate that object to language teaching goals, and have provided the articulation of these axes from a textual copy. In this sense, this work starts from the following research question: How does the school written text has subsidized the articulation between education axes of Portuguese language? for that, we elect as the general objective: to map school texts that guide and organize the Portuguese language in a class of 7th grade of elementary school (II), and specifically seeks to (i) Describe how the school text has subsidized educational tasks of the Portuguese language in various educational areas: reading, writing, oral expression and linguistic analysis; (ii) analyze the treatment of school text written in Portuguese tasks; and (iii) outline the design of school text (a) of Portuguese-speaking teacher involved(a) in the research. We methodologically develop a field research with qualitative approach (TOZONI-REIS, 2007; SEVERINO, 2007), with the context of data collection in a group of 7th grade of a public school in the state schools, located in the city of Campina Grande - PB. The data shape up as notes recorded in a diary of observations of the marketresearcher who, at the time, participated in the actions of the subproject PIBID / UFCG LETTERS and the activities developed by the teacher during the Portuguese language classes in the year of 2014. In addition, a questionnaire with the teacher responsible for the Portuguese discipline and a notebook given by one of the students in the class are also considered data from the survey. The research is based on the theoretical and methodological elements of the history of the discipline of Portuguese Language (PIETRI, 2010); in the conception of text and how it is worked in the classroom (GERALDI, 1997, 2008; Marcuschi, 2008, 2012; TRAVAGLIA, 2007, 2009); and in the genre (BRONCKART, 1999; Bakhtin, 2000). After analyzing the data, we found that, in fact, the school text has supported the teaching of the Portuguese language, but teaching axes are also articulated in a very discreet manner or with greater or lesser impact on a given axis. It should be noted, however, work with reading, for example, and few attempts to exploit the linguistic analysis is neglected due to the recognition of concepts and grammatical categories. As the teacher, we found that he nourishes a text conception as a teaching and learning object of the Portuguese language, as it‟s shown at various times in their classes.