Recursos tecnológicos em atividades de produção textual no livro didático de português.

Abstract

The Portuguese textbook is the most important teaching-learning tool of the Brazilian school system. This teaching-learning instrument proposes different situations of oral and written production texts, involving many technological resources, in order to make the student able to produce the texts properly understanding the intentions of those who first produce them. Aiming to examine these proposals, this monograph has as main objectives (1) discriminate textual production activities according to their goals and (2) identify the technological resources necessary to carry out these activities. In order to do that, data was collected from three colections of textbooks in the third and fourth grade of middle school recommended by the Guia de Livros Didáticos (PNLD-2014): língua portuguesa and applied in public schools of basic education in the city of Campina Grande, Paraiba. Taking into account the contribution to teacher training and Portuguese language teaching in Basic Education, this research is based on the methodological assumptions of qualitative research in Applied Linguistics (MOITA LOPES, 2013) of documentary nature (LE GOFF, 1990). To perform this investigation, we used theoretical contributions on language teaching (OLIVEIRA, 2010; REINALDO, 2005; SCHNEUWLY and DOLZ, 2004; among others), teacher training (FREIRE and LEFFA, 2013; LUCKESI 2011, ZABALA, 1998; among others) and technological resources (KENSKI, 2012) in accordance with national education policies. As a result, it was possible to verify that technological resources were used either as support or as a mediator equipment in the performance of text production activities. Futhermore, we found that these activities are presented to the student in order to produce written and oral texts based on the discussion fostered by the theme or genre presented in the chapters of the Portuguese language Textbook using in the production of these actitvities various technological resources such as recorders, cameras, computers, among others. By suggesting the possibility that these resources are used, the activities are directed to the paradigm of complexity, they require the student mobilization of general knowledge not only linguistic knowledge to the performance of the proposals.