Análise dos critérios de textualidade no livro didático de português : contribuições para o aprendizado do texto

Abstract

The proposed work is based on the studies of textual linguistics, focusing on the criteria of textuality formulated by the theorists Beaugrande and Dressler (1997). Specifically, we analyze whether textuality criteria are worked on in the textual activities of the Portuguese Language Didactic Book of the ninth year of elementary school, and whether it has contributed to the understanding of this concept of text. We start from a conception of language as an object of interaction, based especially on Bakhtin (2003), Marcuschi (2008), Koch (2001) and Antunes (2013). We adopt the concept of text as a communicative event that mobilizes factors, as well as linguistic, cognitive and social factors, supported by Bentes (2005), Koch (1997, 2001), Marcuschi (2008) and others. Assuming the concepts of language and text announced, we analyzed the didactic book as a didactic resource most present in Portuguese classes, in order to verify if the criteria of textuality, as theories of the text, have opportunized the work that seeks access to the global meaning text. The textbook, corpus of analysis of this work belongs to the collection "Para Viver Juntos", which was evaluated as satisfactory in all axes of knowledge, namely: reading, production of written texts, orality and linguistic knowledge by the National Textbook Program ( PNLD) 2014. In relation to the studies of Textual Linguistics (LT), we are specifically supporting Koch (1997, 2001) and Marcuschi (2008, 2012), focusing on the theoretical orientations for Portuguese language teaching, the study of text in the classroom as a significant teaching unit. Also, we adopt as a foundation what the National Curricular Parameters (NCP) of 1998 recommend in relation to the theoretical and pedagogical orientations offered to teachers. As a theory of the text, we understand the criteria of textuality as an important mechanism to establish the conception of what is a comprehensive text, for which we base ourselves on Beaugrande and Dressler (1997), reaffirmed by Marcuschi (2008), Antunes (2010) and Koch and Elias (2014). From the analysis of the study activities of the text in the LD it was possible to perceive that there is a certain lack in relation to effective proposals of study of the text from the criteria of textuality.Because it is a work that has an interventional character, we propose a didactic project in the form of a pedagogical workshop as a way of opportunizing a simultaneous and / or complementary work to that of the Portuguese textbook. Thus, we constructed eight workshops, the first being a survey of students' prior knowledge about the concept of text, the second, third, fourth, fifth, seventh and eighth correspond to the work of proposition of each of the textuality criteria under study. Finally, we make a final reflection on the relevance of the workshop, both as a work subsidy for teachers, and a learning opportunity for students.