Concepções de leitura e de texto veiculadas no livro didático de Língua Portuguesa do Curso Normal.

Abstract

This paper deals with some considerations about the reading and text conceptions conveyed in the textbook of a teacher training class of the Normal Course, from the city of. The research aims to analyze the conceptions of reading and text present in the book, in order to assess the relevance of these conceptions and if they are in line with the Curriculum Guidelines for High School, as well as formulate a proposal for didactic-pedagogical intervention. that will make a significant contribution to quality education, as we are dealing with future professionals who will act on the basis of educational training, that is, in kindergarten and elementary school I. To do so, we chose to select as theoretical contributions, the Official Documents , such as the High School Guidelines and Curriculum Parameters, and some studies that deal with issues such as reading and text. The methodological approach was based on the qualitative method of document analysis, having as its corpus of analysis, volume I of the “Portuguese: Languages” collection, aimed at first year students. The result of the analysis shows that the book presents several conceptions of reading and text, configuring itself as a support for significant content, but with some gaps, as regards the way the activities are proposed, as we find limitations in some approaches. Based on this, we formulate a proposal that effectively has reading and text as the object of teaching Portuguese language, aiming at the interactional communicative competence of students and the ability to reflect on what they read and write when using the language significantly in various situations of use.