Os gêneros notícia e reportagem no livro didático de português: por uma perspectiva dialógica.

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.