"O que há por trás do espelho": o reflexo do ensino da língua portuguesa através das propostas de gêneros discursivos no livro didático EJA moderna - educação de jovens e adultos

Abstract

The reformulation of the teaching of Youth and Adult Education (EJA) thinking about organizations of public policies, teacher training and pedagogical practices, it is understood that one of the means of helping the teacher is the textbook. In order to understand the conjunctures for the practice of interactional linguistic practices through the didactic copy, we sought to analyze the book "Modern EJA: Youth and Adult Education" (2013) organized by Editora Moderna, developed for the 9th year of the second segment of Elementary Education . Observing the proposed activities and the suggested discussion, based on what defines the official documentation for the teaching of the EJA, which are the NATIONAL CURRICULAR PARAMETERS (PCN - 1998) and the CURRICULAR PROPOSAL FOR EDUCATION OF YOUNG AND ADULTS (PCEJA - 2002). The purpose of the discussion is to demonstrate how the didactic book was organized to develop the language skills necessary for learning in Portuguese Language, and at the same time observing if this edition contemplates the reflections about writing and orality developed by the discursive genres, satisfactorily, to the intentions of teaching the mother tongue proposed for teaching the EJA. The arguments are based on the ideas of the following authors, BAKHTIN (2011), KOCK (2015), CARIOCA (2016), SEGATE (2010), among others. After the Introduction, this research was divided, in the first moment, by the historical context of the Education of Youths and Adults and official documentation. Followed by discussions for the appropriation of the concept of enunciation, enunciation, discursive gender and the teaching of mother tongue. Therefore, the teaching of the Portuguese language for students of the EJA according to the official documents is discussed. And later, by analyzing the textbook. The work concludes with the final considerations. Therefore, this analysis made it possible to understand how Editora Moderna treated in its textbook the teaching of the Portuguese language according to the official documents and if this specific copy, because it is the first edition, contemplates such aspects of reflection on the uses of the language. The results of these observations show that gender studies are given only as a tool for analyzing the parts of the text. However, we also find that the proposed activities employed orality only as a conversation, and writing focused on prescriptive language issues. Thus, the activities proposed by the textbook analyzed superficially discuss the particularities of the GDs of this study.