Propostas de produção de texto nos livros didáticos de língua portuguesa do ensino fundamental I à luz dos letramentos e multiletramentos
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Data
2022-12-02
Autores
Bonfim, Juliana Aparecida de Souza Guine
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho, vinculado à linha de pesquisa “Processos formativos, ensino e aprendizagem”, no âmbito do Programa de Pós-graduação em Educação - Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista, campus de Presidente Prudente, teve como objetivo geral investigar como são abordados os letramentos e multiletramentos nas propostas de produção de textos contidas no material didático do 4º e 5º ano utilizado pelas escolas municipais de Presidente Prudente/SP. Frente a isso, as questões que envolveram nossa problemática de pesquisa foram: Como os letramentos e multiletramentos estão inseridos nas propostas de produção de textos do livro didático de Língua Portuguesa? Como os letramentos e multiletramentos estão contemplados na BNCC do Ensino Fundamental e no Currículo Paulista? Com base na perspectiva teórica dos letramentos e multiletramentos, de que forma as propostas de Produção de textos presentes no livro Ápis convergem ou divergem dos documentos oficiais - BNCC e Currículo Paulista? A pesquisa acerca das proposições de produção de texto justificou-se devido à escassez de pesquisas no Ensino Fundamental I envolvendo letramentos, multiletramentos e produção de textos, além de indagações constantes dos profissionais que lecionam no Ensino Fundamental I, consideradas as dificuldades apresentadas pelos educandos na aquisição de habilidades relativas à produção de texto, ainda que já possuam o domínio da escrita alfabética. A pesquisa teve caráter qualitativo e como procedimentos de geração de dados nos valemos da análise documental dos livros didáticos de Língua Portuguesa do 4º e 5º ano de uma escola pública do Ensino Fundamental da cidade de Presidente Prudente. Tais dados foram cotejados com o preconizado nos documentos oficiais: a Base Nacional Comum Curricular e o Currículo Paulista. Como considerações finais, a partir das análises realizadas nas proposições de produção de textos nos livros didáticos Ápis dos 4ºs e 5ºs anos, observamos que houve um avanço no ensino de Língua Portuguesa e a valorização de uma prática dialógica em sala de aula. Outro aspecto relevante foi o trabalho com os gêneros textuais, que envolve um ensino que contribui para os letramentos dos alunos, já que os gêneros textuais apresentados nos livros analisados se aproximam do cotidiano deles, envolvendo-os em práticas de escrita. Todavia, chamou a atenção o número de proposições e atividades complementares, visto que para serem realizadas de forma assertiva demandam tempo. Constatamos que a BNCC e o Currículo Paulista convergem nas habilidades trabalhadas, assim como na relevância que assumem com relação aos letramentos e multiletramentos para o ensino da Língua Portuguesa. Quanto às propostas de produção textual, percebemos que, em todas elas, há a intencionalidade de envolver os alunos em práticas sociais, no entanto, atualmente o livro didático faz parte de um mercado e é produzido de forma massificada. Dessa forma, o professor deve ficar atento para fazer as adaptações necessárias ao seu contexto particular. Além disso, no tocante às atividades que envolvem os multiletramentos, há a dificuldade em realizá-las de forma em que a produção de texto do gênero abordado esteja em seu suporte real de circulação. Isso ocorre, principalmente, porque já se pressupõe a falta de recursos adequados.
The current work, linked to the research line "Formative processes, teaching and learning", within the Postgraduate Program in Education - Master's Degree from São Paulo State University (Unesp), School of Technology and Sciences, Presidente Prudente campus, had the general objective of investigating how literacy and multiliteracies are approached in the proposals for text production contained in the 4th and 5th grade textbook material used by municipal schools in Presidente Prudente/SP. In view of this, the questions that involve our research problematic are: How literacies and multiliteracies are inserted in the proposals of text production in the Portuguese Language textbook? How are literacies and multiliteracies contemplated in the Brazilian National Common Core Curriculum (BNCC) of Primary Education and in the Paulista Curriculum? Based on the theoretical perspective of literacies and multiliteracies, in what way do the proposals of text production present in the Ápis textbook converge or diverge from the official documents – BNCC and Paulista Curriculum? The research about the propositions of text production is justified due to the scarcity of research in Elementary School I involving literacies, multiliteracies and text production, in addition to constant questions of professionals who teach in Elementary I, considering the difficulties presented by students in the acquisition of skills related to text production, even though they already have the command of alphabetic writing. The research had a qualitative method and as data generation procedures we used the documentary analysis of the 4th and 5th grade Portuguese Language textbooks of a public Elementary School in the city of Presidente Prudente. Such data was compared to what is recommended in the official documents: the Brazilian National Common Core Curriculum and the Paulista Curriculum. As final considerations, based on the analysis carried out in the proposals of text production in the Ápis textbooks for the 4th and 5th grades, we observed that there is an advance in the teaching of Portuguese Language and the valorization of a dialogical practice in the classroom. Another relevant aspect is the work with textual genres, which involves a teaching that contributes to the students' literacy, since the textual genres presented in the analyzed textbooks are close to their daily lives, involving them in real writing practices. However, the number of complementary propositions and activities drew our attention, since they require time to be carried out assertively. We found that the BNCC and the Paulista Curriculum converge in the competencies worked, as well as in the relevance they assume in relation to literacy and multilingualism for the teaching of the Portuguese Language. As for textual production proposals, we noticed that, in all of them, there is the intent to involve students in social practices, however, currently, the textbook is part of a market and it is produced in a massified way. Thus, the teacher must be attentive to make the necessary adaptations to a particular context. Furthermore, regarding the activities that involve multiliteracies, there is a difficulty in performing them in a way that the text production of the genre being addressed is in its real support of circulation. This occurs mainly because it is already assumed that there is a lack of adequate resources.
The current work, linked to the research line "Formative processes, teaching and learning", within the Postgraduate Program in Education - Master's Degree from São Paulo State University (Unesp), School of Technology and Sciences, Presidente Prudente campus, had the general objective of investigating how literacy and multiliteracies are approached in the proposals for text production contained in the 4th and 5th grade textbook material used by municipal schools in Presidente Prudente/SP. In view of this, the questions that involve our research problematic are: How literacies and multiliteracies are inserted in the proposals of text production in the Portuguese Language textbook? How are literacies and multiliteracies contemplated in the Brazilian National Common Core Curriculum (BNCC) of Primary Education and in the Paulista Curriculum? Based on the theoretical perspective of literacies and multiliteracies, in what way do the proposals of text production present in the Ápis textbook converge or diverge from the official documents – BNCC and Paulista Curriculum? The research about the propositions of text production is justified due to the scarcity of research in Elementary School I involving literacies, multiliteracies and text production, in addition to constant questions of professionals who teach in Elementary I, considering the difficulties presented by students in the acquisition of skills related to text production, even though they already have the command of alphabetic writing. The research had a qualitative method and as data generation procedures we used the documentary analysis of the 4th and 5th grade Portuguese Language textbooks of a public Elementary School in the city of Presidente Prudente. Such data was compared to what is recommended in the official documents: the Brazilian National Common Core Curriculum and the Paulista Curriculum. As final considerations, based on the analysis carried out in the proposals of text production in the Ápis textbooks for the 4th and 5th grades, we observed that there is an advance in the teaching of Portuguese Language and the valorization of a dialogical practice in the classroom. Another relevant aspect is the work with textual genres, which involves a teaching that contributes to the students' literacy, since the textual genres presented in the analyzed textbooks are close to their daily lives, involving them in real writing practices. However, the number of complementary propositions and activities drew our attention, since they require time to be carried out assertively. We found that the BNCC and the Paulista Curriculum converge in the competencies worked, as well as in the relevance they assume in relation to literacy and multilingualism for the teaching of the Portuguese Language. As for textual production proposals, we noticed that, in all of them, there is the intent to involve students in social practices, however, currently, the textbook is part of a market and it is produced in a massified way. Thus, the teacher must be attentive to make the necessary adaptations to a particular context. Furthermore, regarding the activities that involve multiliteracies, there is a difficulty in performing them in a way that the text production of the genre being addressed is in its real support of circulation. This occurs mainly because it is already assumed that there is a lack of adequate resources.
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Palavras-chave
Produção de texto, Livro didático, Letramentos, Multiletramentos, Text Production, Textbook, Literacies, Multiliteracies