O ensino dos gêneros textuais/discursivos no livro de português da educação de jovens e adultos

Abstract

The present work deals with the study of teaching the text/discourse genres in Portuguese text/book of Elementary School, 9th Grade of Educação de Jovens e Adultos (EJA) Tempo de Aprender Collection, work selected by the Programa Nacional do Livro Didático da Educação de Jovens e Adultos 2011 (PNLD EJA). The research aimed to investigate what approach to text/discourse genres guided the teacher's manual and student book for the text production. For the work appreciation it was discussed the design language adopted by the authors of the Portuguese book. Bakhtin (2000 and 2003) was the reference to the notion of text/discourse genre; Dolz, Noverraz and Schneuwly (2004) and Marcuschi (2008 and 2010) were the basis for the study of curricular choices and construction of didactic sequences for the text production teaching. It was chosen the qualitative-interpretative method; the content analysis was performed by reading and rereading of the corpus, resulting in the category/typology of the data collected. The observations showed that the teacher's manual of the textbook of EJA proved committed itself to the vision of language as a form of interaction for the teaching of text/discourse genres by proposing an education grounded in the semantic, linguistic and stylistic reflections. The text production teaching of the student’s book is structured in didactic sequences that provide discussions about text/discourse genres and planning for writing production. With regard to the text typology, the teacher's manual and the student’s book reference themselves mainly to literary texts, lacking even greater definition of typology. We conclude that the Tempo de Aprender Collection can be a complementary tool in the teacher's work, helping the student to write texts in different text/discourse genres. However, the book lacks continuity in the execution of the didactic sequences of the discourse text genres selected for systematization, as well as the conduction of the textual typology teaching dissociated of literary genres teaching. We believe that no textbook can replace the teacher’s job. However, it is necessary that the teacher is aware of the theories that guide the didactic work to perform a conscious choice of the Portuguese book of EJA.