Análise de atividades de leitura e produção textual presentes no livro didático de língua portuguesa do 5º ano à luz da concepção dialógica da linguagem

Abstract

Language is constituted as a social practice in which the human being is immersed from the first moments of his life, and it is through the social relations established in the family, the first institution to which we belong, that we take the first steps towards the development of reading and literacy. Reading and writing production correspond to a human practice that involves the most varied possibilities for the construction/resignification/expansion of knowledge that guide the daily lives of individuals. For this research, we chose the following questions as guiding questions: How are the discursive genres of the journalistic sphere addressed in the textbook (DT) and what is its contribution to the development of language and in the construction of responsive active readers? To answer this question, we listed the general objective: To analyze how reading and writing activities are presented in the ld from the perspective of interaction and discursive responsiveness. As specific objectives, we present: to discuss the dialogic conception of language and its contribution to the interaction between subjects; reflect on the proposal for teaching the Portuguese language based on the reading and writing activities present in the textbook; to analyze texts from the journalistic sphere present in the textbook, considering their aspects and their use in terms of reading and writing based on linguistic responsiveness. As for the methodological path, this is an interpretative research, with a qualitative approach, whose corpus corresponds to the discursive genres of the journalistic sphere addressed in the Portuguese Language Textbook of Elementary School I. For theoretical purposes, this research is based on the contributions of Bakhtin (2013, 2010), Voloshinov (2017), Sobral (2009), Almeida (2013), Geraldi (2006), Ribeiro (2003), Bezerra and Lucas (2006), Silva (2017) among others. As a result, we present that the analyzed textbook “partially” meets the postulates exposed by the BNCC (2017). In general, as a result, it is pointed out that the textbook analyzed, despite being a step forward, because language is understood as an essential practice for the construction of citizenship, and because it mostly brings activities that favor student-text-author interaction, is still far from ideal, since in many units, the LD does not follow the sequence presented in the introduction, given that it presents proposals for reading activities and textual production that are based on traditionalism that do not collaborate with the dialogic practice, in which the subject is the protagonist of his learning, thus infringing the discursive responsiveness in which the subject acts on the text through linguistic dialogism.