Livro didático de português: da proposta teórico-metodológica às adaptações no ensino da escrita.

Abstract

The discussion we present in this dissertation aims to think about the relation between the theoretical and methodological perspective to the writing teaching in a LDP collection and its adaptations performed by Portuguese language teacher, in the writing teaching practice. Two research objects were approached (a collection of textbooks of Portuguese language, the selection and the use of that material and also the teachers´ speech of the municipal teaching of a country city in the state of Paraíba ) on a qualitative-interpretative perspective. We had recoursed to two empiric data collection instruments – a questionnaire and a semi-structured interview – to comprehend and describe the focused situation. In order to perform this study, we elaborated an epistemological interdisciplinary questionnaire, with contributions of the interface of the sciences of language and education: in the first theoretical part, based on the conception/discourses´ table about the writing and its teaching, proposed by Ivanic (2004), and squabbled over Figueiredo & Bonini (2006), we will describe the new conceptions of teaching of the Portuguese Language expressed on the PCN-LP (1998) and in the criterions to the writing teaching evaluation phrased in the TextBooks Guide/ PNLD (2008). This moment is culminated with the discussion of aspects referent to the action of becoming didactic and innovation of Portuguese language, particularly in the teaching of writing in a textbooks collection developed to the last years of the fundamental education. In the second theoretical part, directing our attention to the research field about the knowledge and teacher formation as well on the teacher´s work, with theoretical support of Tardif (2002), Borges (2004) and Lessard & Tardif (2007) we will discuss aspects related to the process of selection and use of the LPD in the research specific context. The analysis´ results of the first research object show that the collection of books adopted is innovative and that the writing´s teaching combines more than one conception/discourse about writing and its teaching. In relation to the second research object, the results prove that the conditions of the book´s collection was marked by an insufficient term, by the non-consideration of the TextBooks Guide and by the lack of effective participation of the teachers on the final decision. They also present that the adaptations realized by the teachers do not show revealing adjustments, they are simplifications that misrepresent or discard the suggested proposals in the LPD. Several factors interrupt the practice of the writings´s proposals, where highlight the lack of specific formation in the Portuguese language area and the absence of the teacher´s update graduated in Language, the teacher´s workload, the absence of a systematic practice planning and the difficulties presented by the students and teachers in the performing of written activities.