TDIC e ensino de língua portuguesa: análise dos gêneros digitais Presentes em livros didáticos do ensino fundamental II.

Abstract

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.