Argumentação e práticas de letramento no livro didático do 9º ano: uma análise de textos e atividades de leitura e produção do gênero artigo de opinião.

Abstract

The textbook is an indispensable instrument in the teaching and learning process of content in the school. In relation to Portuguese Language, the textbook needs to adapt to current social context to promote, thus, a significant and real learning in the student’s life, which must become an active and present in they own social practices. In this perspective, we approached a research about the work with argumentation linked to these practices in a textbook. With this, the main objective of this research is to analyze how the textbook, in the 9th grade of elementary school, works the argumentation through the reading and production of opinion article genre, through Literacy perspective. For this, as analyzes form, we describing the corpus structure and the unit where is the work with the selected argumentative genre, we checked the texts of that work with the argument bring varied point of view on the theme of the unit and we discovered how the activities prepare the student for the creation of the opinion article through Literacy. Therefore, this research has as its theoretical support the authors such as Freitag, Motta and Costa (1997), Lajolo (1996) and Santos (2007), that they approach the text book in the country in a historical and current context; Kleiman (2012), Rojo (2006, 2009), Soares (2004, 2012, 2013) and Street (2012), that discuss the subjects of the meanings of Literacy; Bakhtin (1997), Bronckart (2012), Citelli (1994), Koch (2011) and Marcuschi (2010, 2011), who talk about the discursive/textual genres, both in the approach of Textual Linguistics and in Discourse Analysis, besides explaining about the argumentation based, also, on Argumentative Semantics. In relation to the methodology, it is a character research documental, descriptive and of quantitative/qualitative approach, it has as research field, four text books of the collection Singular & Plural: Leitura, produção e estudos de linguagem in that we selected, as corpus, the 9th grade of elementary school text book, focusing in the Unidade 1 of the Caderno de Leitura e produção, where we found the work with the genre opinion article. On this basis, our categories of analysis are based on theories about genres and an argument, related to the practices of Literacy in the Textbook. The results pointed to the fact that, with regard to the textual points of view of the required textual production, only 26% of them deal with the subject, remaining 74% that explore random themes. The problem is that of the 26% that discuss the central theme of the unit, 100% have a unique point of view, which becomes negative in a work of producing argumentative genres. Regarding the activities, 84% have an approach that is based on Ideological Literacy, since the texts are properly explored in a contextualized way, and 16% of them are linked to Autonomous Literacy, since the texts appear only as pretexts for the teaching of some argumentative aspect of the language.