Uma análise dos gêneros textuais no livro didático de Língua Portuguesa do quarto ciclo do ensino fundamental ll.

Abstract

The Portuguese Language Book (LDLP) has a strong presence in the classroom and most of the time acts as the great center of activities and contents developed in the classroom. Based on this finding, we seek to understand if the work with the text in the LDLP is likely to provide the student with a significant approximation with the textual diversity that circulates in the social environment. We seek to establish a reflection on the LDLP, in relation to the proposals that aim to bring the student closer to the use of reading, writing and orality present in various social contexts. For this, we are based on the theoretical orientations of Bakhtin (1997), the social- discursive interactionism of Marcuschi (2002, 2008), Rojo (2009), Dolz & Schneuwly (2004) and National Curricular Parameters guidelines. The corpus of the research was the manual of Portuguese Language adopted in Fundamental II (9th year) adopted in E.E.F.M. Governor Adauto Bezerra, in Crato-CE, Will of Knowing Portuguese, by Rosimeire Alves and Tatiane Brugnerotto and their analysis was given by means of the realization of three stages. In the first, we seek to understand the concept of textual genre. Next, we try to establish a relationship between the book and the textual genre in the light of the NCP (LP) of the Portuguese Language for the fourth cycle of primary school. After that, we proceeded to analyze the didactic book through the theory of the textual genres adopted by us. In all stages, we use a qualitative-quantitative approach, in order to illustrate and present how the exploration of textual genres in LDLP occurs.