Livro didático: Papel construtivo no processo de ensino de aprendizagem em escolas públicas

Abstract

This research work includes the use of the textbook in the classroom and its value as an important tool to support the teaching work and the education of the student. We made reflections about its use from observations of classes of five teachers and the analysis of the answers of a questionnaire answered by four of them - all English language teachers of the High School in the State School of Elementary and Middle School. Orlando Cavalcante Gomes in João Pessoa, Paraíba. Investigating the use of the textbook focusing on the issue of reading in the English language classes and its constructive role in the process of teaching learning in the state public school. Orlando Gomes was our main goal. We seek to articulate what we observe in the teachers' responses, their teaching practice and what is proposed in the official documents. As a theoretical reference, we used Sousa (2008, 2010), the National Curricular Guidelines for Secondary Education (OCEM, 2006) and the National Curricular Parameters of Secondary Education (PCNS), English Language, among others. The official documents cited above propose that teachers should act to build a discursive basis in the students, through the engagement in the discourse, doing so in an integrationist perspective. Thus, among the aspects discussed in this study, we observed that the formation of student readers is an immediate necessity. We are also more aware that, with regard to the issue of reading, we must develop reading practices in the school everyday, aiming to consolidate a reading ability in the students and this can only be achieved if the instruments are appropriate and if there is planning. Through the research, we identified issues of little or no use of the textbook, evidencing that even after PNLD implementation, this reality still persists in the public school of research.