SILVA, G. S.; http://lattes.cnpq.br/9919994981688338; SILVA, Gilberlânia Soares da.
Resumen:
Society goes through processes of evolution and transformation in all of its fields. Some
changes happen in a gradual way, others, however, come quickly changing society
significantly, as it is the case, for example, of technological advances. In this way, recognizing
the importance of Digital Information and Communication Technologies (DICT) and the
importance of aligning teaching with current demands, educational public policies have
developed devices that better guide teachers to implement these resources in education, as is
the case of Base Nacional Comum Curricular (BNCC) (National Curricular Basis), Programa
Nacional do Livro Didático (PNLD) (National Textbook Program), and Parâmetros
Curriculares Nacionais (PCN) (National Curriculum Parameters), which are committed to
popularizing the use of digital resources in schools. Thus, this work is justified by our
consciousness of the changing process that occurs in the school environment coming from
new digital technologies, and because we also realize the importance of making teaching to
meet the current technological relations for the sake of more dynamic use of the language.
The purpose of this research is to analyze the digital genres present in the textbook of
Portuguese Language for Final Years. Its specific objectives are: to discuss about new
technologies in the teaching of Portuguese Language (PL), to describe if and how digital
textual genres are present in the book, propose reflections to teachers about the use of the
podcast tool in PL classes. In order to do so, we rely on the contributions of Marcuschi (2002-
2012), Soares (2003), Lorenzi & Pádua (2012), Red (2012), PCN (1997), PNLD , Lakatos
(2010), etc. and we took as corpus for data analysis the Textbook Português Linguagens, by
Cherry and Cochar (2014-2015). As for the methodology, this research is of a bibliographic
character because it deals with studies carried out through books, academic written and digital
texts. Besides being qualitative and descriptive method research, since qualitative researches
allow more familiarity between the environment to be analyzed and the researcher. Our
analysis suggests that the teacher should not only expect the inclusion of DICTs in the
textbook but follow the proposals suggested by the BNCC and other educational policies, so
that teaching will increasingly contemplate digital literacy since textbooks still need
improvements.