O trabalho com a escrita e a reescrita no ensino: Uma análise baseada em livro didático de língua portuguesa

Abstract

This scientific article was elaborated as the graduate course in modern languages' final paper at the University of Uberlandia, Brazil. In our research, we relate in the contributions of 'Applied Linguistics on the teaching of Portuguese Language' (CELANI, 1992, FIAD, Raquel Salek; MAYRINK-SABINSON, 2001, 2013, MOITA LOPES, 2006, ROJO, 2007), in readings about the historiography of the Portuguese subject, the schoolbook (ANTUNES, 2003, BUNZEN, 2011, FREITAS; RODRIGUES, 2008, SOARES, 2001, 2004) and the revisions of writing and rewriting area of texts in the school context (GERALDI, 2008, LEMKE, 2010, LIMA, 2023, VALLE; PANCETTI, 2009). We aimed to present a qualitative analysis of a schoolbook used in Uberlandia, Minas Gerais and given by the National Program Book and Schoolbook (PNDL). The material's analysis focused on the curricular component of the subject Portuguese, specifically in the works of writing and rewriting, seeking to observe if and how the written proposals were contemplated; if there exists any plan to create the requested text and if it has a rewriting proposal. Our sample took place in the analysis of the final section called 'Textual production', that exists in the final lines of each chapter of the book, in this current work, it is presented data from the first to the sixth chapter. Through the final section's analyzes dedicated exclusively to proprosals for the productions of texts for students, it was observed that sometimes the book didn't offer any contextualization for the writing to take place by the students, indicanting an oscillation in the approach to text production. In addition, it was found that in all these writing proposals there was a moment focused on the planning of the texts, albeit with different emphases. Thus, in the planning of chapter 1, there is a focus on the structure of the proposed genre, unlike chapter 6, in which one can see an expansion of the repertoire on the subject to be worked on in the production with a good delimitation of the theme. On the other hand, it was observed that, in both chapters, the treatment of the production context of the requested genres and the way they circulate is limited. Thus, the data contributed to the assertion that the work with rewriting was present, but sometimes it was approached in a way that reinforced the standardization of the approached genre and not a reflection on its informational aspects. It can be concluded that the LDP analyzed is partially satisfactory for working with writing and rewriting in the classroom, reinforcing that it is the teacher's role to adapt their activities to the context of their reality, as a teacher, and to always have an eye on critical of the material he uses. Moreover, the results of this research point to the need for the school to look at writing and rewriting as work (FIAD, 2013), in addition to considering the text as an object of reading and production practices.