Ser (ou não ser) protagonista: interacionismo sociodiscursivo e livro didático de língua portuguesa do ensino médio

Abstract

Analyzes the proposal of textual production, especially the chronic gender, in Textbook of Portuguese Language and High School Teacher's Manual, from the perspective of Socio-Discursive Interactionism. Comprises the dialogic and interactive nature of the language as constitutive marks of the process of teaching and learning, fundamental to the insertion of the individual in the world as the main actor. Adopts a qualitative research, exploratory and documentary nature, focusing on descriptive analysis of the book “Português: Ensino Médio: 2º ano” and its "Manual do Professor" collection "Ser Protagonista", published in 2010 by Edições SM which propose a sociointeractionist view of language. Examines how this notion is presented in the book and manual in the part called “Produção de texto: construindo generous”, particularly in the unit dealing with genres of the group "Narrar", whose emphasis is on chronic and its specificities. Shows on the one hand, the outstanding influence of Orientações Curriculares para o Ensino Médio and on the other, as evidenced by the collection prevails a reductionist notion of the language, attached to the text itself. Concludes that the LDLPEM little to an interactionist and sociodiscursiva pedagogical practice, contrary to postulate the formation of a main subject.