Atividades de produÃÃo de textos no livro didÃtico de alfabetizaÃÃo: o caso do Novo Letra Viva

AUTOR(ES)

Roseane Pereira da Silva

DATA DE PUBLICAÇÃO

2004

RESUMO

The research described in this work analyzed the text production analyses in a didactical book of beginning reading â the âNovo Letra Vivaâ â considering the PNLD (National Program of Didactical Books) criteria for the written text production. We have highlighted that the book promotes a sort of schooling which meets a discoursive language conception, which underlies the criteria of the evaluation sheet of the PNDL 2004. Thus, students were asked to produce different genres in the different social domains of communication. The suggested genres are of a great and short length. In the first case, students were asked to write individually; in the second case, sometimes, the teacher was the writer. Nevertheless, there was not, from the authors, any worry with progression (to write short texts at the beginning of the year and longer texts at the end). Thus the authors of the book perceived beginners as potential text producers. As for the PNDL criteria, we have found relating to the typology produced different genres and types of text. As for the production conditions, a part from the genre definition to be produced, the other features were restricted, most of the situations, to the school context. Relating the features connected to text construction, on the whole, were better specified, and thus, easier to be schooled. Concerning the evaluation of the texts produced, we have found that the criteria came from the teacherâs book with the aim of evaluating, through text production, the level of the students writing. We have concluded that the proposals of written text production activities in the âNovo Letra Vivaâ take up the different criteria put forward by the PNDL. However, we think that some of the production conditions criteria have limits, because of the school institution criteria

ASSUNTO(S)

ensino fundamental livro didÃtico produÃÃo de texto educacao educaÃÃo infantil alfabetizaÃÃo

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