Um estudo sobre o livro didático de uma escola do campo: a articulação dos gêneros textuais com a realidade dos estudantes

Abstract

This study aimed to analyze the textbook used in a 4th-grade rural school class to identify the textual genres and their relationship with rural education, and to propose improvements to ensure that these materials are truly useful and relevant for teaching in the countryside. The research, with a qualitative approach, is characterized as both documentary and bibliographic, analyzing documents not originally produced for scientific research purposes. The theoretical assumptions were based on authors such as: Caldart (2009), Fernandes (2012), Werlang (2021), Molina (2012), Alessandra (2020), Silva (2021) and Marcuschi (2008) addressing the themes of Rural Education, Textbooks and Textual Genres. The results highlight the need for contextualized textbooks that connect school content with the culture and knowledge of rural communities. In the analysis we found eleven textual genres divided into twenty four texts throughout the book, of which only five texts are related to peasant life. Despite government investments through the PNLD, many textbooks still fail to meet the specific needs of rural areas, revealing the urgency for more rigorous and context-sensitive selection criteria. Furthermore, the integration between theory and practice proved to be weak. It was also found that the criteria for selecting textbooks for rural education should be defined collectively by teachers and school managers, prioritizing materials that reflect rural realities. This includes contextualized content, appreciation of local culture, diversity, pedagogical quality, accessibility, and community participation in the selection process. These criteria ensure that the textbooks contribute to meaningful education aligned with the challenges and knowledge of rural life.