O ENSINO DA ESCRITA NAS AULAS DE LÍNGUA PORTUGUESA: uma análise do livro didático Se liga nas linguagens, do 3º ano do ensino médio

Abstract

The main objective of this work is to analyze and understand which concepts permeate the teaching of the Portuguese language and the teaching of writing in the textbook Se liga nas languages, from the 3rd year of high school. To achieve this general objective, we list the specific objectives: Analyze what the concepts of language and teaching are; identify what the conceptions of writing are; check how documents guide the teaching of writing; to find out what the perspective of teaching writing is based on the textual production proposals of the textbook Se liga nas languages. The theoretical framework that guides our work is based on Geraldi (1997), Antunes (2003; 2005), Marcuschi (2008), Koch (1997; 2003), Travaglia (1996), Bakhtin (1953; 1995), Bakhtin/Volochínov (2006), Koch and Elias, (2010), Possenti (2008), Soares (2009), Kleiman (2005). The methodological approach of the research is qualitative and the procedures are the bibliographical review of the literature and documentary research that consists of the selection and analysis of the LD. The pedagogical approaches present in the teaching material will be analyzed, specifically the proposals for textual production, as well as possible alignments with the theories found in the bibliographic review. At the end of the research, we concluded that teaching writing based on an interactionist perspective, which considers the context of use, the subjects involved and the social practices of interaction, is what will bring significant and positive results. In relation to the textbook, we were able to notice that the publishers and authors responsible for creating this teaching material were strongly influenced by socio-interactionist studies that conceive language teaching from an interactional perspective.