O livro didático de inglês no ensino médio: uma análise a partir da base curricular comum do Estado de Pernambuco.

Abstract

The question about the content of textbooks and their social function by the state curriculum proposals has become a frequent point of discussion between Government Departments of Education, publishers and teachers. Discussing the choice of textbooks includes national (its primary purpose) and local interests also has resulted in a complex task, but necessary as a requirement for a global society. Thus, this qualitative research, the documentary character, it has as main objective to identify how the collection of English Language On Stage for Ensino Médio aligns with the theoretical and methodological assumptions of Base Curricular Comum de Pernambuco - BCC / PE . In this study , we used the theoretical foundations related to issues of language and new literacies in the teaching of English language in the context of postmodernity present in Cafiero (2010), Coracini (1999), Kleiman (2006), Kumaravadivelu (2006), Moita Lopes (2006), Rajagopalan (2003), Rojo (2009) and Smith (2010). With respect to flexible and critical curriculum has been taken based Arroyo (2011), Moreira (2008), Santomé (2013) and Silva (2010). And the question about the textbook as a media resource in the postmodern space presented by Bauman (2001), Santaella (2007), Libâneo (2011) and Gimeno Sacristan (2007). The corpus of this study consists of didactic collection On Stage by Amadeu Marques - resulted of choice PNLD/2012 process; the guiding document of public schools: Base Curricular Comum de Pernambuco ( BCC-PE/2008) and teacher's manual from this collection. The reason for the choice of this textbook is justified by the context of the Program for Continuing Teacher Education implemented by the Education Department of the State of Pernambuco in the years 2010-2011, with pole at Gerência Regional de Educação (GRE), from Sertão do Alto Pajeú. As a result, it was found that the On Stage collection through gifts and socio-cultural issues intertwined in the sections Before you read, Reading and Think about it aligns with the theoretical assumptions of the BCC in the paradigm of solidarity, which is stated in social bond and citizenship. It was also found that among the methodological lines of BCC, only occurs in the contextualization integration between these sections. The interdisciplinary approach is oriented on the teacher's manual, but multidisciplinarity is prevailing. It is noticed that there is a strong call for practices that critical literacy is explored as well as the presence of teachers and his teacher training as articulators of didactic situations to promote dialogue between the global and the local in the didactic collection. It is considered necessary in future studies that the choice of textbooks, especially the English language, recognize local issues - as the principles and organization - by making that choice a space for reflection and decision with significant implications to the student, as well as recognizing the continuing education of teachers of English as a mediator of the relationship textbook and postmodern society.