LUCENA, E. A.; http://lattes.cnpq.br/7318557429944187; LUCENA, Elisângela Alves de.
Abstract:
The textbook is a pedagogical tool widely used in teaching practices. It is expected that it
helps in the development of skills and abilities of the student, in addition to providing new
learning capabilities. In this context, we emphasize the teaching of Portuguese language
through the discourse theory of genres proposed by Bakhtin, whose characteristic focus on the
relationship of gender to social and dialogical nature of language. Therefore, embasamos our
research on Dialogic Discourse Analysis (DDA) in an attempt to reflect on the approach of
journalistic genres and news reporting in textbooks, absorbing theoretical contributions of
scholars such as Bakhtin (2003), Bakhtin and Volochínov (2010; 2009) , Rojo (2013), Batista
(2003), Xavier (2010), Pena (2008), Patriota (2011), Sobral (2009), Fiorin (2008), among
others. In this sense, the main questions that guide the studies of this documentary research
are: 1) How the journalistic genres and news reporting are being addressed in textbooks
Portuguese (LDP)? and 2) This approach contributes to the teaching-learning process? To
these questions leash is a general objective: to describe the approach of genres and journalistic
news report in the LDP. And some more, namely: to analyze the role of gender approach of its
concept and function of writing activities and reflect on the implications of the approach of
genres and news report in the LDP as the critical development factor of the subject across the
school environment and social. From a methodological point of view, we analyze the LDP
“Portuguese: Context, Interlocution and Sense”, the authors Maria Luiza M. Abaurre, Maria
Bernadette M. Abaurre and Marcela Pontara book for the 1st year of high school, which
addresses, in some chapters, the journalistic genres in question and approved by the National
Textbook Program (PNLD) for use in the classroom in the school year of 2013. From the
point of view of results, we found that LDP under study is relatively satisfactory, because the
authors have intended to address a teaching practice based on the dialogical perspective of
language and contemplated the study of the gender dimensions: theme, composition and style
within the chapters on news and reportage, which provided the student be critical before the
text. However, we still identify activities that do students think about the lives of verbal
genres effectively functioning as social practice, adopting grammatical classifications location
exercises, as well as specifically in the genre news, check the mistake of presenting a report as
news.