Uso de livros didÃticos de portuguÃs : um olhar sobre prÃticas e discursos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This research arisen from the need of more studies about choice and use of textbooks. Its aims, among others, are to understand how Portuguese textbooks are been chosen and used by teacher from public schools belonged to Recife City Hall; if the fact of a teacher uses or does not use the textbook chosen by him interferes in his practices; and recognize the relations, distances and approaches among teachersâ practices and discourses. Then, in order to realize this qualitative investigation, it was observed the practice of two Recife City Hall Portuguese teachers â one of them working with the textbook chosen by her and other working with a textbook which she did not choose â for a time of working with a unit from textbook, through routine âfabricationâ approach; and it was also done semi-structured interview, and analyzed the data through based on Discourse Analysis theories. In a theoretical point of view, in order to ground the studies about language teaching, textbook, teacher practice and discourse, we based on authors as Geraldi (1984, 1987, 1991, 1997), Silva and others (1986, 1997), Suassuna (1994, 1995, 2006), MendonÃa (2006), Soares (1996, 1997, 2002), Travaglia (2004, 2006), Batista (1997, 1999, 2003, 2004), Batista and Val (2004), Val (2008), Val and Marcuschi (2005), Choppin (2004), Oliveira (1984), Coracini (1998, 2003), Chartier (2000, 2007), Ferreira (2003, 2006), Tardif and Raymond (2000), Backtin (1981, 1998), Possenti (1996, 2002), PÃcheux (1995), among others. The data analysis and interpretation allow us to realize, among other aspects, that the criteria evidenced by teachers when they chose the Portuguese textbook are, in a certain way, close to those they explore more when they use the book. We still realize that textbook choice is not happening in a reflective way in the schools. Another important point to be highlighted about the findings of this research is the fact that teachersâ choice of the textbook does not interfere in its use in a meaningful way, except in relation to aspects as frequency of use and fondness to its proposal. Moreover, we realize that teachers create several tactics and strategies when they use the textbook and that there is a certain distance from their theoretical view and what happens, in fact, in their practice. This happens maybe due to the emergencies and contingencies belonged to scholar routine. The questions arisen from this study did not end in it. There are, here, several proposals to new researches about textbook, its choice and its use.

ASSUNTO(S)

textbook teacher practice portuguese language teaching lÃngua portuguesa â estudo e ensino routine âfabricationâ lÃngua portuguesa - livro didÃtico discourse analysis educacao anÃlise de discurso

ACESSO AO ARTIGO

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