EGITO, G. A.; http://lattes.cnpq.br/5840566736310783; EGITO, Guilherme Arruda do.
Resumo:
The Portuguese textbook is the most important teaching-learning tool of the Brazilian
school system. This teaching-learning instrument proposes different situations of oral
and written production texts, involving many technological resources, in order to
make the student able to produce the texts properly understanding the intentions of
those who first produce them. Aiming to examine these proposals, this monograph
has as main objectives (1) discriminate textual production activities according to their
goals and (2) identify the technological resources necessary to carry out these
activities. In order to do that, data was collected from three colections of textbooks in
the third and fourth grade of middle school recommended by the Guia de Livros
Didáticos (PNLD-2014): língua portuguesa and applied in public schools of basic
education in the city of Campina Grande, Paraiba. Taking into account the
contribution to teacher training and Portuguese language teaching in Basic
Education, this research is based on the methodological assumptions of qualitative
research in Applied Linguistics (MOITA LOPES, 2013) of documentary nature (LE
GOFF, 1990). To perform this investigation, we used theoretical contributions on
language teaching (OLIVEIRA, 2010; REINALDO, 2005; SCHNEUWLY and DOLZ,
2004; among others), teacher training (FREIRE and LEFFA, 2013; LUCKESI 2011,
ZABALA, 1998; among others) and technological resources (KENSKI, 2012) in
accordance with national education policies. As a result, it was possible to verify that
technological resources were used either as support or as a mediator equipment in
the performance of text production activities. Futhermore, we found that these
activities are presented to the student in order to produce written and oral texts
based on the discussion fostered by the theme or genre presented in the chapters of
the Portuguese language Textbook using in the production of these actitvities
various technological resources such as recorders, cameras, computers, among
others. By suggesting the possibility that these resources are used, the activities are
directed to the paradigm of complexity, they require the student mobilization of
general knowledge not only linguistic knowledge to the performance of the proposals.