TOMAZ, M. M. C. S.; http://lattes.cnpq.br/0592949835024125; TOMAZ, Monaliza Mikaela Carneiro Silva.
Resumen:
The school text, called like that as the read, analyzed and produced at school, has subsidized over the
past decades, as the National Curriculum Parameters (PCN's 1997, 1998) evidenced, activities with
educational axes of the Portuguese language - reading, writing and linguistic analysis. Although this
guidance covers different educational levels and realities of Portuguese, it‟s still questionable how
teachers and textbooks have adequate that object to language teaching goals, and have provided the
articulation of these axes from a textual copy. In this sense, this work starts from the following
research question: How does the school written text has subsidized the articulation between education
axes of Portuguese language? for that, we elect as the general objective: to map school texts that guide
and organize the Portuguese language in a class of 7th grade of elementary school (II), and specifically
seeks to (i) Describe how the school text has subsidized educational tasks of the Portuguese language
in various educational areas: reading, writing, oral expression and linguistic analysis; (ii) analyze the
treatment of school text written in Portuguese tasks; and (iii) outline the design of school text (a) of
Portuguese-speaking teacher involved(a) in the research. We methodologically develop a field
research with qualitative approach (TOZONI-REIS, 2007; SEVERINO, 2007), with the context of
data collection in a group of 7th grade of a public school in the state schools, located in the city of
Campina Grande - PB. The data shape up as notes recorded in a diary of observations of the marketresearcher
who, at the time, participated in the actions of the subproject PIBID / UFCG LETTERS and
the activities developed by the teacher during the Portuguese language classes in the year of 2014. In
addition, a questionnaire with the teacher responsible for the Portuguese discipline and a notebook
given by one of the students in the class are also considered data from the survey. The research is
based on the theoretical and methodological elements of the history of the discipline of Portuguese
Language (PIETRI, 2010); in the conception of text and how it is worked in the classroom
(GERALDI, 1997, 2008; Marcuschi, 2008, 2012; TRAVAGLIA, 2007, 2009); and in the genre
(BRONCKART, 1999; Bakhtin, 2000). After analyzing the data, we found that, in fact, the school text
has supported the teaching of the Portuguese language, but teaching axes are also articulated in a very
discreet manner or with greater or lesser impact on a given axis. It should be noted, however, work
with reading, for example, and few attempts to exploit the linguistic analysis is neglected due to the
recognition of concepts and grammatical categories. As the teacher, we found that he nourishes a text
conception as a teaching and learning object of the Portuguese language, as it‟s shown at various times
in their classes.