NÓBREGA, G. S.; NÓBREGA, Geovana Sousa.
Resumo:
The discussion on teachers’ formation cannot omit the aspects concerning the written material produced for the teacher to serve as a source of theoretical and methodological information in language teaching. In this study we try to describe how the teacher’s manual is organized so that it can accomplish its aims. Moreover, it aims at identifying the types of theoretical sources which are activated both in the textuality construction and during the reading of the manual by the teachers who participated this study. To accomplish these aims, we analyzed two teacher’s manuals present in textbooks used in secondary grades in Brazil named ‘Português: linguagens’, by Cereja & Magalhães (2003) and ‘Português – de olho no mundo do trabalho’ by Terra & Nicola (2005). We also analyzed the reading
that two secondary teachers did on the two manuals. The analysis permitted to categorize the teacher’s manual as a textual genre devoted primarily to the presentation of scientific concepts and only secondarily to present methodological support. This fact produces two distinct references: the theoretical-academic and the school-methodolocal ones, also present in the two teachers’ readings. The main theoretical base for these results is formed by Bakhtin (2003) on his idea about the constitution the textual genres in relation to the reader’s active response, by the studies of Leibruder (2001) and Zambony (2001, 2005) concerning the aspects involved in the construction of the scientific popularization genres. Also contributed to our analysis Mondada & Dubois (1995), with their studies about the
reference construction process, and Tardif (2002)’s approach on the teacher’s
formation. It is worth mentioning that during the analysis process it was possible to
conclude that the way the manuals’ authors organize the information concerning
the teaching of the written text production seems to be addressed to a
reader/teacher which is included in a continuous formation process.
