Uma reflexão sobre a transposição didática do conceito de gênero do discurso em livros didáticos de língua portuguesa

Abstract

Given the significant role that educational materials play in the teaching and learning process within basic education, especially in relation to the native language, the general objective of this dissertation is to reflect on the didactic transposition of the concept of discourse genre, in a textbook of portuguese language offered for students from 2nd year of High School, in order to provide critical reflection on working with speech genres in basic education; specifically: i) to verify whether the didactic transposition of the concept of speech genre, carried out through the grouping of genres into discursive typologies, conceals the inextricable relationship between genre and sphere, foreseen in the bakhtinian conceptualization; ii) to produce a draft “model” of genre grouping, intended for basic education, which prioritizes the relationship of this teaching object with its respective spheres of activity. Because of this, we made special use of the perspective of Bakhtin (2011); however, as will be demonstrated, we will also mobilize the perspectives of Maingueneau (2013a, 2013b, 2013d) and Dolz and Schneuwly (2004), to the extent that they are crucial for the description/explanation of the corpus, relating them to the practice of didactic transposition (Chevallard, 2013) and with the problem advocated by Mussalim (2020) in relation to the didactic transposition of the concept of speech genre in portuguese language textbooks. Furthermore, we used the Base Nacional Comum Curricular – BNCC (2018), Parâmetros Curriculares Nacionais – PCNs (1997, 2000) and the Programa Nacional do Livro e do Material Didático – PNLD (2018) to establish a brief contextualization of the conditions of production of the selected corpus, namely: the units of the “Produção de texto: Construindo os Gêneros” part, extracted from the textbook Ser Protagonista: língua portuguesa (2016), aimed at the 2nd year of High School. Methodologically, we resorted to bibliographical research; we attribute an applied nature to the research; and we proceed with a qualitative and descriptive-interpretative approach, since the analysis of the corpus takes place considering a beat between moments of description and interpretation of the phenomena considered. The results showed that, in the considered corpus, the criterion for grouping speech genres was not to group them by spheres of activity, so that the socio-historical aspects of their nature could be adequately considered, but rather the approach was assumed established by Dolz and Schneuwly (2004), who propose that the categorization of genres occurs based on discursive typologies. Consequently, the inextricable relationship between gender and sphere was lost, which affects – negatively, in our view – the teaching-learning of the native language, since the concept in question underlies reading and writing activities.