A produção textual no ensino médio: os documentos oficiais de ensino, o livro didático e a prova de redação do ENEM
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2017-02-17
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Universidade Federal de Goiás
Resumo
According to the low performance achieved by a significant number of participants in
writing texts, such as ENEM, this thesis aims to verify the theoretical-methodological
guidelines, for the teaching text production, held in the main official teaching
documents, have repercussions on the textual production proposals of the textbooks of
Portuguese Language in High School. In order to do so, we analyzed the proposals for
the production of texts presented by two Portuguese textbooks which are most widely
used in the country in 2015, by students of the public teaching system: Português
linguagens (CEREJA & MAGALHÃES, 2013) and Novas Palavras (AMARAL, et al,
2013).It is a qualitative-quantitative-interpretative research, based on the sociointeractionist
theory of teaching, proposed by Bakhtin / Volochinov (1992, 2003), more
specifically, in his concepts about interaction and discourse genres. In addition, the
theoretical framework of research is composed by scholars like Dolz and Schneuwly
(2004), Geraldi (1984, 1991), Marcuschi (2008), among others. The analyzes of the text
l production text proposals on these manuals revealed significant differences between
the two textbooks: the Português Linguagens book considers almost all the theoretical
and methodological orientations of the PCNEM, etc. for the teaching of the textual
production. Furthermore, it proposes the teaching of a variety of discursive genres,
which allows not only a broader formation to the learner, but also favors the formation
of the competent writers of texts. In the Novas Palavras book, these theoreticalmethodological
orientations or the ‘conditions of the text production' are, practically,
ignored in the commands of the textual proposal productions, since it prevails, on this
manual, practices of text writings, almost exclusively, for the accomplishment of tests
of the vestibular exams and the writing test of ENEM. Because of this, we believe that
the way this book proposes the teaching content does not favor the formation of the
competent writer of texts The analyzes of these manuals also point to the need for a
greater commitment to the part of the authors of didactic books, regarding the way these
books have been altered or updated, over the years, from one edition to another. Finally,
the investigations revealed the existence of a significant number of teachers who,
despite the theoretical and methodological guidelines of the official teaching
documents, still choose to work with the teaching of this content, having as support the
didactic books materials which ignore the conditions of text production.
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RODRIGUES, P. C. A produção textual no ensino médio: os documentos oficiais de ensino, o livro didático e a prova de redação do ENEM. 2017. 204 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2017.