Análise das orientações direcionadas ao professor em propostas de produção de textos multimodais presentes em livros didáticos de português – LDP

Abstract

This paper aimed to identify, select and analyze teaching procedures and strategies of teaching and learning related to textual composition in different languages of contemporary use defined in the official documents (BRASIL/BNCC, 2017; PCN 2002) and approached in the researches in the area (MARCONDES; MENEZES; TOSHIMITSU, 2003; SOUZA, 2007; KOMESU, 2005; RIBEIRO, 2016, among others). The paper’s corpus will be composed by a collection of LDP adopted in public schools in the state. The investigations deriving from this project will be fulfilled through two steps: in a first moment, the identification and selection of propositions of textual composition which consist of at least two different languages to be handled by the students, for the final product. In another moment, the identification, observation and analysis of the guidelines presented to the teacher, for the teaching work, in the conduction of these propositions. We intend, in this paper, to elucidate some questions about: a) Which guidelines does the LDP offer to these teachers throughout the unit or the teaching sequence for the multimodel textual composition of the students? b) In which ways are these guidelines presented in the Teaching Manual?. Thus, this paper forwards to taking researchers and elementary school teachers upon the teaching work with many contemporary languages, in which the role of teacher (NEVES, 2020) is not only to guarantee the “simple contact” of the students with these languages; but, in fact, to guarantee deep knowledge and critical analysis of the multimodal genres in the effective use as an user of the language, as a citizen. However, in order for this to happen, it must be taken into consideration actions to promote initial and continuing education of teachers.