O livro didático de português: abordagem discursiva de exercícios de compreensão de texto
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2016-04-08
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Universidade Federal de Goiás
Resumo
The doctoral dissertation O livro didático de português: abordagem discursiva de exercícios
de compreensão de texto (The Portuguese textbook: a discourse approach to text
comprehension exercises) aims to analyze, under the lights of theoretical contributions from
text and discourse studies, the operations proposed by text comprehension questions in the
Portuguese textbook (Livro Didático de Português, or LDP), investigating in what manner these
questions bring to life the conceptions of language, teaching and reading presented by the
authors in the teacher’s book that comes along with the LDP. The research takes as its
analytical corpus the text interpretation questions from two high school ninth grade LDPs.
Both books were amongst the most adopted in state public schools of the city of Goiânia (Goiás
State, Brazil), under the sponsorship of the textbook national program (Plano Nacional do
Livro Didático, or PNLD) for the triennium 2011-2013. They are: Cereja and Magalhães (2010),
and Beltrão and Gordilho (2010). The study adopts the concept of language as verbal
interaction (BAKHTIN; VOLOCHÍNOV, 2006), and perceives the text as a social and historical
process, characterized by the dialogism. Reading is faced as a social activity, through which
the meaning is built in the course of social interaction situations. The investigation seizes its
north from the notion of discourse as a meaning effect (PÊCHEUX, 1990, 1997), and treats
reading in this perspective, since what someone enunciates is connected to the social and
historical moment in which he or she is inserted, as well as to other factors that influence the
speech and the meanings that can be built from it. In order to observe the historical conditions
for producing and distributing didactic materials in Brazil, this study takes a historiographical
and linguistic path of the LDP, showing that the government controls the didactic production
through mechanisms such as the above-mentioned PNLD. Regarding the text comprehension
questions, the documental research methodology has been applied to the study, with a
qualitative approach. The analytical categories chosen are the typologies of Marcuschi (1996).
The analysis shows that the two LDPs’ teacher’s books in perspective present, as theoretical
support for their elaboration, notions of language, text, and reading, rooted on Bakhtin’s
concept of language as verbal interaction. However, these notions do not come to reality in
the majority of the exercises proposed for working with the texts. As for the LDPs’ text
comprehension questions analyzed, they are centered mainly on elements objectively found
in the text or on operations of metalinguistic nature. Therefore, they do not take into
consideration the extra-textual elements to be discussed in activities that comprehend reading
as a social practice. In this sense, there is a mismatch between the theoretical aspects
indicated in the LDPs’ teacher’s books analyzed and the proposed questions for approaching
the text. Consequently, the LDPs’ text interpretation exercises analyzed do not materialize the
language, teaching, reading, and meaning notions displayed in the corresponding teacher’s
textbook.
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Citação
CARVALHAES, W. L. O livro didático de português: abordagem discursiva de exercícios de compreensão de texto. 2016. 174 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016.