Dinamicas discursivas na aula de portugues : os usos do livro didatico e projetos didaticos autorais / Discursive dynamics in Portuguese s classes : the use of textbooks and teaching projects

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The main purpose of this dissertation is to reflect on the uses of didactic books in the discursive dynamics of the Portuguese language classroom. Based on studies about the genesis and fabrication of this school discipline and of the didactic book of Portuguese (henceforth DBP), we attempt to go beyond the representation of the Portuguese language teacher as an automaton who parrots the pedagogic work prescribed in the didactic book. Considering the DBP as a discourse genre, we undertook a discursive analysis of the didactic text and its textual-discursive features so as to sort out the authorial didactic project of a textbook series aimed at basic education, namely: "Linguagens no século XXI," by Heloisa Takasaki, editora IBEP. This didactic series, which was highly recommended by the Brazilian Committee of Didactic Books Assessment (PNLD-2005), was adopted by a public school in Bragança Paulista, SP, for three years. We then cast our attention to the dialogue between the authorial didactic project of such DBP and the teacher s in a specific teaching-and-learning environment. In order to undertake this study, we delineated a transdisciplinary epistemological framework, and approached the object from a discursive and interpretative perspective, since this is a qualitative, socio-historic research. The methodology for data generation is of an ethnographic nature, and resorted to a set of techniques: Participant observation, audio recording of classes, fieldwork note taking, documental analysis (of the DBP, the students notebooks, etc.), which enabled us to apprehend how teachers and students reply and build responsive actions towards the authorial didactic project of the DBP. Our studies demonstrate that the didactic book is used, in such context, as a pedagogic proposal to be interpreted/re-aligned by the teacher and her students. In some episodes, for instance, the teachers keep some elements of the didactic unit in use, but, in many other moments, they transform and subvert the actions of the authorial didactic project of the DBP, building up other objects of teaching. Such discursive movements of approximation and distancing reveal aspects that could help us understanding the teachers authorial didactic project, a feature of authorship in the classroom which isn t frequently taken into consideration in public politics and in teacher training courses

ASSUNTO(S)

letramento livros didaticos estilo interação lingua portuguesa - estudo e ensino literacy textbooks style interaction portuguese language

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