Objetos educacionais digitais em livro didático de língua portuguesa: uma análise discursiva
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Data
2022-03-03
Autores
Nascimento, Vânia Pereira dos Reis do
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Universidade Estadual Paulista (Unesp)
Resumo
Na edição do PNLD/2014, surge a determinação de que os livros didáticos (LD) sejam atrelados a objetos educacionais digitais (OED), isto é, que conteúdos multimídia sejam vinculados diretamente às atividades presentes nos LD. Essa determinação, associada a uma tendência anterior dos LD de se atualizarem com as modalidades de escrita e gêneros textuais próprios da Internet, faz com que as práticas de letramento digital passem a ser intensamente tematizadas nos livros didáticos de Língua Portuguesa (LDP). Ao tematizar práticas de letramento digital, os LDP tornam-se lugar de emergência de efeitos de sentidos distintos para esse sintagma. A partir dessa constatação, fundamentados nos pressupostos teórico-metodológicos da Análise de Discurso (AD) de linha francesa, desenvolvemos esta pesquisa a partir dos seguintes questionamentos: quais semelhanças e diferenças há entre o que é dito no LDP para escola pública e no LDP para escola privada sobre práticas de letramento digital e de seus interlocutores? A partir desse interesse, delineamos como objetivo geral a verificação das interdiscursividades entre a abordagem feita por LDP para escola pública e a abordagem feita por LDP para escola privada das práticas de letramento digital e de seus interlocutores, com a instituição dos OED nos LD. Nossa hipótese, a respeito desse objetivo, é a de que a instituição dos OED pelo PNLD/2014 instaurou dizeres semelhantes, mas também dizeres distintos sobre as práticas de letramento digital e sobre seus interlocutores em LDP para escola pública e em LDP para escola privada por conta da distinção dos interlocutores: o Estado e os alunos de escola pública como interlocutores do/no LDP para/ da escola pública. Empresa-escola e alunos de escola privada como interlocutores do/no LDP para/ da escola privada. Ou seja, as condições de produção restritas que envolvem cada tipo de livro levarão a atravessamentos de formações discursivas e de formações ideológicas distintas nos dizeres dos LDP. São perguntas específicas deste trabalho: a) o que dito sobre as práticas de letramento digital e sobre seus interlocutores na fundamentação teórica de LDP?; b) o que dito sobre as práticas de letramento digital e sobre seus interlocutores nas unidades de LDP? e c) quais semelhanças e diferenças há entre o que dito na fundamentação teórica e nas unidades de LDP sobre as práticas de letramento digital e sobre seus interlocutores? Tais questionamentos nos permitiram organizar os seguintes objetivos específicos: a) verificar os discursos sobre letramento digital e sobre seus interlocutores na fundamentação teórica de LDP; b) verificar os discursos sobre letramento digital e sobre seus interlocutores nas unidades de LDP e c) verificar as interdiscursividades entre a abordagem das práticas de letramento digital feita, nos LDP, em sua fundamentação teórica e em suas unidades. Nossa hipótese acerca do que apresentamos nos objetivos específicos é a de que a instituição dos OED pelo PNLD/2014 instaurou dizeres semelhantes, mas também dizeres distintos sobre as práticas de letramento digital e sobre seus interlocutores nas fundamentações teóricas e nas unidades dos LDP por conta da distinção dos interlocutores: Os professores na fundamentação teórica e os alunos nas unidades dos LDP. Ou seja, as condições de produção restritas que envolvem cada tipo de livro levarão a atravessamentos de formações discursivas e de formações ideológicas distintas nos dizeres dos LDP. Nesta pesquisa, consideramos o LD um discurso porque o vemos, na sua totalidade, como um efeito de sentido entre a escola, o aluno e o professor. Ou seja, ele é um objeto linguístico-histórico. Para interpretar esse objeto discursivo, lançaremos mão dos construtos teóricas da AD de condições de produção, formação discursiva, interdiscurso, interdiscursividade, posição-sujeito e formação ideológica.
In the PNLD/2014 edition, there is a determination that textbooks are linked to digital educational objects (DEO), that is, that multimedia contents are directly linked to the activities present in the textbooks. This determination, associated with a previous tendency of textbooks to update themselves with the modalities of writing and textual genres typical of the Internet, makes digital literacy practices intensely thematized in Portuguese Language textbooks (PLT). By thematizing digital literacy practices, the PLT become a place of emergence of effects of different meanings for this syntagma. Based on this finding, based on the theoretical-methodological assumptions of French Discourse Analysis (DA), we developed this research based on the following questions: what similarities and differences are there between what is said in the PLT for public schools and in the PLT for private school about digital literacy practices and their interlocutors? Based on this interest, we outline as a general objective the verification of the interdiscursivities between the approach made by PLT for public schools and the approach made by PLT for private schools of digital literacy practices and their interlocutors, with the institution of DEO in textbooks. Our hypothesis, regarding this objective, is that the institution of the DEO by the PNLD/2014 established similar, but also different sayings about digital literacy practices and about their interlocutors in PLT for public schools and in PLT for private schools The PLT due to the distinction of interlocutors: the State and public school students as interlocutors of/in the PLT for/from the public school. School-company and private school students as interlocutors from/in the PLT to/from the private school. In other words, the restricted production conditions that involve each type of book will lead to the crossing of discursive formations and different ideological formations in the words of the PLT. The specific questions of this work are: a) what is said about digital literacy practices and their interlocutors in the theoretical foundation of PLT?; b) what about digital literacy practices and their interlocutors in PLT units? and c) what similarities and differences are there between what is said in the theoretical foundation and in the PLT units about digital literacy practices and about their interlocutors? Such questions allowed us to organize the following specific objectives: a) to verify the discourses on digital literacy and on their interlocutors in the theoretical foundation of PLT; b) verify the discourses on digital literacy and its interlocutors in the PLT units; and c) verify the interdiscursivities between the approach to digital literacy practices made, in the PLT, in its theoretical foundation and in its units. Our hypothesis about what we present in the specific objectives is that the institution of the DEO by the PNLD/2014 established similar sayings, but also different sayings about digital literacy practices and their interlocutors in the theoretical foundations and in the PLT units because of the distinction of interlocutors: The teachers in the theoretical foundation and the students in PLT units. In other words, the restricted production conditions that involve each type of book will lead to the crossing of discursive formations and different ideological formations in the words of the PLT. In this research, we consider the textbook as a discourse because we see it, in its entirety, as an effect of meaning between the school, the student and the teacher. In other words, it is a linguistic-historical object. To interpret this discursive object, we will make use of the DA theoretical constructs of production conditions, discursive formation, interdiscourse, interdiscursivity, subject-position and ideological formation.
In the PNLD/2014 edition, there is a determination that textbooks are linked to digital educational objects (DEO), that is, that multimedia contents are directly linked to the activities present in the textbooks. This determination, associated with a previous tendency of textbooks to update themselves with the modalities of writing and textual genres typical of the Internet, makes digital literacy practices intensely thematized in Portuguese Language textbooks (PLT). By thematizing digital literacy practices, the PLT become a place of emergence of effects of different meanings for this syntagma. Based on this finding, based on the theoretical-methodological assumptions of French Discourse Analysis (DA), we developed this research based on the following questions: what similarities and differences are there between what is said in the PLT for public schools and in the PLT for private school about digital literacy practices and their interlocutors? Based on this interest, we outline as a general objective the verification of the interdiscursivities between the approach made by PLT for public schools and the approach made by PLT for private schools of digital literacy practices and their interlocutors, with the institution of DEO in textbooks. Our hypothesis, regarding this objective, is that the institution of the DEO by the PNLD/2014 established similar, but also different sayings about digital literacy practices and about their interlocutors in PLT for public schools and in PLT for private schools The PLT due to the distinction of interlocutors: the State and public school students as interlocutors of/in the PLT for/from the public school. School-company and private school students as interlocutors from/in the PLT to/from the private school. In other words, the restricted production conditions that involve each type of book will lead to the crossing of discursive formations and different ideological formations in the words of the PLT. The specific questions of this work are: a) what is said about digital literacy practices and their interlocutors in the theoretical foundation of PLT?; b) what about digital literacy practices and their interlocutors in PLT units? and c) what similarities and differences are there between what is said in the theoretical foundation and in the PLT units about digital literacy practices and about their interlocutors? Such questions allowed us to organize the following specific objectives: a) to verify the discourses on digital literacy and on their interlocutors in the theoretical foundation of PLT; b) verify the discourses on digital literacy and its interlocutors in the PLT units; and c) verify the interdiscursivities between the approach to digital literacy practices made, in the PLT, in its theoretical foundation and in its units. Our hypothesis about what we present in the specific objectives is that the institution of the DEO by the PNLD/2014 established similar sayings, but also different sayings about digital literacy practices and their interlocutors in the theoretical foundations and in the PLT units because of the distinction of interlocutors: The teachers in the theoretical foundation and the students in PLT units. In other words, the restricted production conditions that involve each type of book will lead to the crossing of discursive formations and different ideological formations in the words of the PLT. In this research, we consider the textbook as a discourse because we see it, in its entirety, as an effect of meaning between the school, the student and the teacher. In other words, it is a linguistic-historical object. To interpret this discursive object, we will make use of the DA theoretical constructs of production conditions, discursive formation, interdiscourse, interdiscursivity, subject-position and ideological formation.
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Palavras-chave
Livro didático de língua portuguesa da escola pública e da escola privada., Objeto educacional digital, Práticas de letramento digital, Discurso, Portuguese language textbook for public and private schools, Digital educational object, Digital literacy practices, Discourse