Das páginas às telas: o lugar do (não) lugar dos gêneros digitais no livro didático de Português

Abstract

This research aims to analyze the digital textual genres that are addressed by the Portuguese language textbooks, in the last years of elementary school (sixth to ninth grade), in collections recommended by PNLD 2017-2019. It is a qualitative research of the type of case study and was developed in a public school of the municipal school network, in a city of the south coast of the State of Alagoas. To reach the objective, it was documentary analysis and were focus group meetings were conducted with four Portuguese-speaking teachers who worked in elementary school. The methodological procedures used were documentary analysis of textbook volumes from the sixth to ninth grade of elementary school, interviews with teachers. To understand the concepts of discourse genre, we take Bakhtin (1997, 2016), Marcuschi (2005, 2008) and Miller (2012) as their basis. As for the specific knowledge of digital genres, we rely on Marcuschi and Xavier (2010), Rojo e Moura (2012, 2013), Kersch, Coscarelli and Cani (2016) and Pimentel e Costa (2017). The results point out that the textbooks of the sixth to ninth year present the digital genres, however, only in the book of the sixth year is that this type of genre is worked in a more significant way, in the others they are cited as a pretext to work other language categories. They also point out that textbooks for elementary education guide the use of digital genre in elementary school classes. We also found that teachers have a positive perception of the textbook used by the school. Regarding the digital genre approach in the classroom, the results show that teachers have knowledge about digital genres and use them in their practices. However, it is regardin there is still a lack of teacher training for the digital culture, and that there are problems of infrastructures to work the digital genres in their form, style, and compositional structure.