Da leitura ao ensino de língua portuguesa: uma análise dos gêneros textuais no livro didático da rede municipal de Fortaleza (CE)

Abstract

This research focuses on the approach to textual genres in Portuguese language textbooks used in the early years of the municipal school system in Fortaleza. The objective is to investigate how the textbook relates to the descriptors of the Municipal Elementary Education Network and the descriptors of the National Common Curricular Base (BNCC), in order to evaluate the adequacy of the teaching material and its contribution to student education. The methodology adopts a qualitative-quantitative perspective and includes a documentary analysis of textbooks and official documents (National Curricular Parameters - PCN, BNCC, Ceará Reference Curricular Document - DCRC, and Fortaleza Reference Curricular Document - DCRFor). The theory supporting the research is based on authors such as Kleiman, Soares, Travaglia, Solé, and Rojo, who understand reading as a social practice and textual genres as indispensable to the development of communicative competence. The research reveals that, although textbooks have been developed with the aim of working with textual genres, following official guidelines, there are still many challenges to be faced. There is a lack of appreciation for students' original work, a superficiality regarding the discursive dimension, and a scarcity of current textual genres. Considering these findings, the investigation presents a pedagogical notebook that complements textbooks, with the aim of deepening the teaching of genres, re-signifying the use of teaching materials, and fostering a more critical and participatory literacy, focused on consolidating reading skills and valuing cultural and linguistic diversity. It is hoped that this proposal will favor a more inclusive and democratic education in the public school system of Fortaleza. Future investigations can focus on the effectiveness of the application of the suggested pedagogical notebook and on the perception of teachers and students regarding the approach to digital genres in the school environment.