O interacionismo sociodiscursivo e o livro didático: uma análise de propostas de produção de texto.

Abstract

This study intended to analyze text production proposals in the textbook of Portuguese based on Sociodiscursive Interactionism Theory. The relevance of discussing this issue occurs for the following reasons: the textual production activity proves to be a suggestive and challenging research field, while occupying centrality in guidelines established by the school, it also represents an important dimension to the development of communicative competence and citizenship. Sociodiscursive Interactionism Theory has been characterized as an approach that conceives the teaching of genres focusing on contextual factors that influence the quality of the teaching, such as the notion of sociosubjetive context proposed by Bronckart (2012). Furthermore, the researches have revealed the importance of the textbook as an essential resource to language teaching as well as being one of the main pedagogical tools to support teacher. Thus, we propose to answer how the Sociodiscursive Interactionism Theory assumptions are applied in text production proposals in textbooks, specifically, the sociosubjetive context? We seek to answer this question by supporting us, besides Bronckart apud Schneuwly and Dolz, the general guidelines of Bakhtin, Vygotsky and theorists who follow the sociodiscursive approach, like Marcuschi. The methodological path followed is the applied nature and qualitative and quantitative approach. The corpus was constituted by the collection of textbooks for the final years of elementary school: Português Linguagens by Willian Roberto Cereja and Thereza Cochar Magalhães. From the survey and classification of the written proposals of the collection, we conducted by sampling the analysis of six proposals. The analysis criteria are in line with our specific objectives: to investigate whether the textual production of proposals contains an indication of its genre to be produced; and to verify that the texts production proposals focus on the sociosubjetive context (social position, social position of the issuer, social position of the receiver and goal). The results confirmed the hypothesis that the book does not take into account the communicative context fully, because only 25% of the proposals include all the categories of analysis. We conclude that there is still the need for expansion and diversification of strategies for teaching genres, it is not enough just exploring structural aspects, but mainly contextual ones. So, we prepared a proposal for intervention based on the assumptions of Sociodiscursive Interactionism Theory, by redimensioning activities from the book, since we consider extremely important to following that direction.