Gêneros argumentativos no livro didático de língua portuguesa: um estudo sobre a arquitetura do folhado textual.

Abstract

We present in this documentary research, according to the teaching writing, the analysis of two argumentative genres, namely, the review and the opinion article, inserted in a collection of high school textbooks who have as title “Português: contexto, interlocução e sentido”, by the authors Maria Luiza M. Abaurre, Maria Bernadette M. Abaurre and Marcela Pontara, the Modern Publisher. Starting from the Bronckart studies (2012) at about the architecture of textual genres that textual rolling strata - infrastructure general text, textualization mechanisms and enunciative mechanisms - are found in approach to review genres and opinion piece in a collection of textbooks high school? From that question, we obtained the following general objective: to identify the architecture of textual genres that textual rolling strata in teaching collection analyzed. And consequently, the specific objectives: to Verify the conceptions the writing teaching of the argumentative texts production section in a Textbook of Portuguese; Identify the impact of textualization mechanisms for gender writing teaching and contribute with reflections that focus on the sociointeractionist prospect of teaching writing at the high school level. The fact that made us work with this research subject is that it is relevant for the occurrence of analyze how authors are using the approach of these genres in current collections of textbooks of high school. As theoretical basis we are headed for the study Bronckart (2012), Bazermam (2011), Garcez (2004), Xavier (2009), Patriota (2011), B. Marcuschi (2012), among others. The results allow us to conclude that there is, in the textbooks now analyzed, the presence of textualization mechanisms advocated by Bronckart, which enables us to approach such analyzed books in a sociointeractionist perspective, although we found some flaws as just recognition activities issues and linguistic identification, and present two genders and work as only one. The data show that the presence of textualization mechanisms approaches the work with writing argumentative genres at school at one sociointeractionist perspective of language.