Gêneros textuais no livro didático de língua portuguesa do 8o ano: prática de leitura ou de gramática?

Abstract

The present memorial of formation Textual genres in the didactical book of portuguese language in the 8th grade: reading practice or grammar? brings the results of the pedagogical intervention did in the school year 2019, at the Colégio Estadual Dep. Henrique Brito, localized in the neighborhood of Campinas de Brotas, in Salvador, BA. The experience occurred during the classes of Portuguese in the 8th grade A, with students of 13 and 14 years old, having as the object of the study the textual genres of the didactical book Português Linguagens, 8° ano (CEREJA; MAGALHÃES, 2015) , and its fragmented uses to the grammatical approaches. The analysis was based on the conceptions of language, grammar and teaching, language as a social interaction, the contextualized grammar and the social and discursive practices present in the Irandé Antunes‟ research (2009; 2014); in the orientations proposed by Schneuwly and Dolz (2004) about the work with genres at school, involving the students in real situations of the language use, in the contributions of Marcuschi (2008; 2010) about the textual genres as elements of a society, given its multidisciplinary aspect, in the discussions organized by Dalvi; Rezende and Jover-Faleiros (2013) about the formation of teachers and the possible paths in the construction of the learning which approach the literature to the education; and in the contributions of Dalvi (2013) about the fragmented use of literary texts in the didactical manuals, with utilitarian ends and not for the reading as fruition. This work registers advances in the Brazilian educational legislation, which anchor the discussion about themes of interests of the research, as the Leis de Diretrizes e Bases da Educação (LDB) : Nº 4.024 (1961), which established the pre-primary education; Nº 5.692 (1971), that flexibilized the scholar chronogram to better attend the student population in the country districts and also granted the schooling of adolescents and adults through the supplementary teaching; and the law Nº 9.394 (1996) that established the educational modality Educação de Jovens e Adultos (EJA), maintaining to this public the right to the continuation of the studies at the middle and high school. The strategic actions aimed the application of the complementary activities in the printed format to the didactical book, from the planning based on the national curricular guidelines of the documents: Base Nacional Comum Curricular (BNCC) – Educação é a base (BRASIL, 2018), and, in the state scope, Documento Curricular Referencial da Bahia para Educação Infantil e Ensino Fundamental – DCRB (BAHIA, 2019), which consider the regional particularities and purpose scholar procedures to the organization of the pedagogical work at the middle school. The activities were applied from the proposal contained in the didactical work already mentioned and complemented in its gaps, in the question of the language practices: reading- text production- linguistic analysis- orality, considering the universe of the students. With the employment of the actions presented, the students had expanded their competence in the ambit of the oral and writing communication, producing knowledges and meanings in their social practices.