Análise dos aspectos culturais a partir dos gêneros textuais no livro didático Circles – PNLD 2018
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Data
2018-09-27
Autores
Coradini, Kamyla Barbosa
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O estudo de inglês como língua estrangeira remete ao enfoque em aspectos culturais desse idioma, trazendo à tona questionamentos sobre como estes podem ser abordados durante as aulas de forma a gerar reflexões pelos alunos. O presente trabalho apresenta uma análise sobre os aspectos culturais a partir dos gêneros textuais no livro Circles I (2016), livro didático previamente examinado e selecionado por uma comissão nomeada pelo governo federal – de acordo com o Plano Nacional do Livro Didático (PNLD-2018) e, posteriormente, escolhido por professores da rede pública de ensino. Este estudo se mostrou relevante, tanto por trazer a interação entre cultura e gêneros textuais, visto que as pesquisas costumam considerar um aspecto ou outro e não a relação entre ambos, quanto por evidenciar a importância do estudo de cultura em livros didáticos do ensino médio. A pesquisa se deu com base nos conceitos de cultura defendidos por Salomão (2015), Dourado e Poshar (2010), Kumaravadivelu (2002, 2003), Moran (2001), Kramsch (1993, 1998, 2009, 2011), bem como conceitos sobre gêneros textuais conforme Bronckart (1999), Dolz e Schneuwly (2011), Marchuschi (2002, 2003, 2008, 2011), Hammond e Derewianka (2001), entre outros. Trata-se de uma pesquisa documental na qual se analisa um livro didático em uma perspectiva qualitativa interpretativa. Tendo em vista que a coleção Circles (2016) é pautada no ensino por meio de gêneros textuais, este trabalho busca compreender que tipos de gêneros estão presentes no livro didático Circles I (2016) e como contribuem para abordar o componente cultural em sua proposta de ensino. Os resultados mostram que os gêneros textuais utilizados no LD contribuem para a identificação dos aspectos culturais, visto que apresentam cultura de forma reflexiva de diferentes maneiras, como comunidades, produtos, práticas, pessoas e perspectivas, indo além da visão superficial que geralmente aborda informações e curiosidades sobre o outro de modo homogêneo, estático e idealizado.
The study of English as a foreign language refers to the focus on cultural aspects of this language, bringing up questions about how these can be addressed during class to generate reflections by the students. This work presents an analysis of the cultural aspects from the textual genres of the book Circles I (2016), a textbook previously examined and selected by a committee appointed by the Brazilian Federal Government – according to “The National Textbook Plan” (Plano Nacional do Livro Didático, PNLD-2018) and subsequently chosen by public school teachers. This study proved to be important for bringing the interaction between culture and text genres, since searches tend to consider one aspect or the other and not the relationship between both, and by highlighting the importance of the study of culture in high school textbooks. The research is based on the concepts of culture defended by Salomão (2015), Dourado e Poshar (2010), Kumaravadivelu (2002, 2003), Moran (2001), Kramsch (1993, 1998, 2009, 2011), as well as concepts about text genres according to Bronckart (1999), Dolz e Schneuwly (2011), Marchuschi (2002, 2003, 2008, 2011), Hammond e Derewianka (2001), and others. It is a documentary research in which a textbook is analyzed in a qualitative interpretative perspective. Considering that the collection Circles (2016) is based in teaching through genres, this work seeks to understand what types of genres are presented in the textbook Circles I (2016) and how they may contribute to addressing the cultural component in their proposal. The results show that the text genres used in the textbook contribute to the identification of cultural aspects, as they present culture from a reflexive form in different ways, as communities, products, practices, people, and perspectives, going beyond the superficial view which usually designs information and facts about the other in a homogeneous, idealized and static way.
The study of English as a foreign language refers to the focus on cultural aspects of this language, bringing up questions about how these can be addressed during class to generate reflections by the students. This work presents an analysis of the cultural aspects from the textual genres of the book Circles I (2016), a textbook previously examined and selected by a committee appointed by the Brazilian Federal Government – according to “The National Textbook Plan” (Plano Nacional do Livro Didático, PNLD-2018) and subsequently chosen by public school teachers. This study proved to be important for bringing the interaction between culture and text genres, since searches tend to consider one aspect or the other and not the relationship between both, and by highlighting the importance of the study of culture in high school textbooks. The research is based on the concepts of culture defended by Salomão (2015), Dourado e Poshar (2010), Kumaravadivelu (2002, 2003), Moran (2001), Kramsch (1993, 1998, 2009, 2011), as well as concepts about text genres according to Bronckart (1999), Dolz e Schneuwly (2011), Marchuschi (2002, 2003, 2008, 2011), Hammond e Derewianka (2001), and others. It is a documentary research in which a textbook is analyzed in a qualitative interpretative perspective. Considering that the collection Circles (2016) is based in teaching through genres, this work seeks to understand what types of genres are presented in the textbook Circles I (2016) and how they may contribute to addressing the cultural component in their proposal. The results show that the text genres used in the textbook contribute to the identification of cultural aspects, as they present culture from a reflexive form in different ways, as communities, products, practices, people, and perspectives, going beyond the superficial view which usually designs information and facts about the other in a homogeneous, idealized and static way.
Descrição
Palavras-chave
Livro didático, Cultura, Gêneros textuasis, Textbook, Culture, Textual Genres