Navegando por Assunto "Livro didático"

Agora exibindo 1 - 18 de 18

Acesso aberto (Open Access)
Abordagem da bioética em âmbito escolar: proposições constantes de livros didáticos de biologia
(Universidade Federal do Pará, 2011-06-20) CONCEIÇÃO, Luiz Carlos Silva; ARAGÃO, Rosália Maria Ribeiro de; http://lattes.cnpq.br/5651914385447486
This research aimed to clarify whether and how bioethics is treated in textbooks of biology high school, as well as analyzing how to approach the theme in these books helps students to meet him, becoming able to understand and think critically about the subject and issues in the contemporary context. To do this, investigated books offered by the National Textbook for Secondary Schools (PNLEM) in the light of some assumptions of content analysis methodology. Beacon this search on two guiding questions, namely: (i) What is written on bioethics in biology textbooks? (ii) With what frequency and intensity of this theme is presented in these textbooks? In this perspective, for the first question, the propositions of the books that underlie the issue could be framed in two broad categories: holistic medical bioethics and bioethics. These categories of greater amplitude could be divided into subcategories on different topics and issues (cloning, stem cells, etc.) That are part of the theoretical field of bioethics, for which I sought to make some inferences about the manifest content and explicit selected books that express some kind of reflection on the ethics of the issues addressed, analyzing them in light of theoretical frameworks of bioethics. The analysis of the second question in sub-dispensed split because, in general, bioethics is scarce and too superficial in the way it has been presented in textbooks, failing to elicit reflection by the reader. The approach to bioethical issues in basic education is essential, since the impacts caused by techno-scientific development are becoming more pronounced in society and the environment. Thus, it is essential that the biology textbooks undergo an intense reformulation in order to be pedagogically to monitor changes complemented by acclaimed new guidelines and bases for the Brazilian educational system that, at least in theory, recommend actions for Education, especially school education, aimed at an efficient and effective ethical and citizen.
Acesso aberto (Open Access)
Análise das atividades propostas em livros de língua portuguesa do 9° ano do ensino fundamental: estudo com base na linguística aplicada
(Universidade Federal do Pará, 2019-12) MORAES, Benedito Júlio; COSTA, Naír Miranda da; SÁ, Talita Rodrigues de
This research aims to analyze activities that make up the portuguese language textbook, intending to verify if their elaboration is based on the concepts of Applied Linguistics. The methodology is based on the bibliographic review on the topic, since it allows the observation of conceptual aspects, content and relevance of production, as well as of the patterns of scientific construction and of the considerations relevant to documentary research and research in Portuguese Language textbooks 9th grade of elementary school. The selection of textbooks was made based on the following criteria: structure, theoretical bases, content relevance. The analysis of the works allows us to conclude that the opportunity to know and compare the structure that makes up the textbooks, supported by Applied Linguistics, allows us to weave reflections on the linguistic conceptions that are important to the construction and organization process of the textbook.
Acesso aberto (Open Access)
Análise de livros didáticos de ciências a partir do uso de analogias: obstáculos e abordagens sobre o conteúdo célula
(Universidade Federal de Mato Grosso, 2019-12) LACERDA, Alan Gonçalves; BRITO, Mariane Machado
The role of analogy and metaphor when applied to the argument, then, is to look for in the situation the elements that can fill the empty spaces inscribed in meaning. Thus, the objective was to identify obstacles of epistemological nature in science textbooks in the approaches on cellular content, the light of the theorist Gaston Bachelard, that repercute in new conceptions, limits and possibilities in the classroom. In this way, the use of analogies and metaphors to satisfy the conditions of employment seeks to promote greater understanding of the reader, although it can point to extremely complex problems by not scaling the multiple directions by which our language can evoke.
Acesso aberto (Open Access)
Cartografia social como ferramenta para o ensino: a História do Povo Indígena Mortigura por meio de um mapa digital em Barcarena-PA
(Universidade Federal do Pará, 2024-08-28) FERREIRA, Vinicius Machado; BASTOS, Carlos Augusto de Castro; http://lattes.cnpq.br/5957760591235451
This professional master's dissertation in history teaching starts from the use of the textbook "Conquista Solução Educacional" as the object of study for the analysis of maps, highlighting its importance at Instituto Cristo Rei, where it is mandatory and linked to the National Common Curricular Base (BNCC). The use of this book faces challenges due to the extent of the content and the limited class hours. The maps, present in the book, are seen as resources to make classes more reflective and dynamic. Authors such as Kazumi Munakata (2016) and Alain Choppin (2004) offer perspectives on the role of the textbook in school culture, while others like Harley (2005) and Carlos Tiné da Silva Pereira (2020) emphasize the power and construction of cartography, respectively. The immersion of students in social maps, especially those produced by the Mortigura indigenous people, expands their historical and spatial understanding, challenging Eurocentric views. The need to broaden students' perception of Portuguese colonization and the experiences of the Mortigura required the construction of a digital map. Authors such as Souto (2017) and Danilo Alves da Silva (2018) discuss the importance of using digital resources, in addition to my mediation as a teacher-researcher in the teaching and learning process. Social cartography, made by the Mortigura indigenous people, was used as the main teaching material, seeking to value their knowledge and resistance in the history of the past and present time. Thus, the active and interactive methodological approach, combined with workshops, allowed students a deeper understanding of the territory and history of the Mortigura, as well as of the municipality of Barcarena, contributing to a decolonial teaching of history.
Acesso aberto (Open Access)
Geração espontânea e evolução química gradual em livros didáticos do ensino fundamental
(Universidade Federal de Mato Grosso, 2020-12) PANTOJA, Ana Laura Pureza; VIEIRA, Eduardo Paiva de Ponte
Origin of Life, as curricular content, is a controversial topic. Knowledge from various areas supports several hypotheses and plausible scenarios to explain how life originated on Earth, making room for the conflicts that exist in this matter, in addition to expressing characteristics of the nature of scientific knowledge. It is in this perspective that the approach can be linked with the History and Philosophy of Science (HPS), so that views of science that refer to the linearity of knowledge construction and the absence of conflicts are not reinforced. The discourse analysis proposed by Michel Foucault can be used as an analytical device to think about the approach of History and Philosophy of Science recommended in textbooks of basic education. Therefore, this work aims to see which discourse(s) go about the theories on the school content “Origin of Life”, strictly in relation to the theories of Spontaneous Generation and Gradual Chemical Evolution, in the elementary school textbooks for the 7th grade. The analysis indicates that the theories of Gradual Chemical Evolution and Spontaneous Generation are recurrent in textbooks with a positivist historiographical aspect, composing statements that establish the potential circulation and legitimation of scientific knowledge.
Acesso aberto (Open Access)
O (Inter)cultural em livros didáticos de português brasileiro para estrangeiros
(Universidade Federal do Pará, 2010-11-30) BATISTA, Marcos dos Reis; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
Acesso aberto (Open Access)
Leitura e gêneros textuais em livros didáticos de língua inglesa do Ensino Médio
(Universidade Federal do Pará, 2006-08-25) ARAÚJO, Marcus de Souza; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
This study is aimed at analyzing the question of written comprehension activities from the perspective of the approach of genre on English textbooks on High School level. Therefore, it intends to discuss the ways in which reading activities work genre in a communicative way. For this, we examine genres, the types of activities and types of written comprehension questions present in two textbooks. Futhermore, it is focused on investigating to what extent the reading strategies have been worked, explicit or implicitly, as a tool that facilitates the construction of meanings from the texts. The research methodology underlying this study was based on a focused description (Larsen-Freeman & Long, 1991) that selected two textbooks in a single volume. These English books were published in 2004 and used in private schools in Belem. This research was based on the theoretical framework of genre (Bakhtin [1952-53] 2003; Swales, 1990, 1992 and 1998; Marcuschi, 2002, 2003, 2004 and 2005; Ramos, 2004 and others); on the teaching of English reading (Dias, 2002 , 2005; Grabe & Stoller, 2001, 2002; Koda, 2005 among others) and on the use of the English textbooks (Day & Park, 2005; Garinger, 2001; Souza, 1999 and others). In addition, this study has its basis on the National Curriculum Parameters for the teaching of reading in a foreign language on High School level (PCNEM-LE, 2000, 2002, 2004). It is also verified that textbooks do not favor the activities in a communicative way for the construction of meaning in written comprehension, and besides the textbooks do not take genres as teaching tools. This construction is conjured by translation (or copy) of information of the text. The data analysis results still show the implicit use of reading strategies, without an awareness that favors the search of more critical and significant ways to help student?s learning. These results have pedagogical implications especially because it urges the opening for new spaces in the Brazilian educational scenario. This way, the use of these textbooks can be redefined and reflected in the teaching and learning of English as a foreign language.
Acesso aberto (Open Access)
Letramento visual com crianças em área de assentamento
(Universidade da Amazônia, 2017-02-23) CARDOSO, Maura Lúcia Martins; TEIXEIRA, Lucilinda Ribeiro; http://lattes.cnpq.br/4264593536351653
The present study deals with visual literacy, with children of the first year of elementary school, in the settlement area "Jesus de Nazaré", on the island of Caratateua, known as Outeiro. It arose from the desire to understand to what extent one can be more applied, to make the reading of images happen in a significant way in the classroom, since imagery can be constructed from effects of meaning. Visual literacy consists of the ability to see, understand and finally interpret and communicate what has been interpreted through visualization (ROCHA, 2008). Visual literacy is also the ability to understand and produce visual messages, a capacity that generates benefits to teachers and students resulting from the inversion of the domain of writing for the use of the image, thus producing a revolution in the uses and effects of literacy, requiring the reader A visual literacy (PROCÓPIO; SOUZA, 2009). The purpose of the images is to contribute to the acquisition process of reading and writing through cognition and visual perception. In this way, this research aims to identify the visual reading levels of the six children of the first year of elementary school I, of the settlement, through visual texts of the textbook used in class from questions by induction and responses by induction and abduction and by specific objectives to analyze the types of statements in the textbook of images worked with children; to analyze the visual literacy activities used by the teachers of the children of the settlement and to analyze the five images chosen by the researcher from the textbook adopted in the classroom. The problem is: does the use of visual texts makes children more proficient in reading and writing activities? Thus, in the methodological approach with regard to the problem approach, qualitative and quantitative research was chosen (KUHN, 2006), from the point of view of the objectives, the use of exploratory research and bibliographic research (GIL, 2007), including notes from the ethnographic method (PEIRANO, 2008) and in the analysis of visual texts (DONDIS, 2003) and (PEIRCE, 2005) and in the theoretical consistency of visual literacy (SANTAELLA, NÖTH, 1998) and (SILVINO, 2012) among others. The results of the research indicate that by means of visual texts, the children of the settlement become more skilled in reading and writing activities and the images contribute to the improvement of the level of comprehension of these children in the process of writing and reading. It concludes, then, the undeniable contribution of visual literacy in the territorial and textual frontiers of contemporary school life.
Acesso aberto (Open Access)
A literatura na sala de aula: leitura do romance As aventuras de Ngunga, de Pepetela, para 8º ano do Ensino Fundamental
(Universidade Federal do Pará, 2018-03-26) LISBOA, Maria Dilma de Carvalho; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The dissertation of Professional Masters entitled Literature in the classroom As aventuras de Ngunga, by Pepetela, for 8th year of elementary school, it´s configured in a proposal intervention of the literary text teaching reading to 8th year of elementary school, in a municipal school in the county of Ananindeua-Pará. In this dissertation, we aim to investigate the obstacles that make impossible for the literary text to become a mediator object of knowledge in the school. Wich strategies may be most effective for more productive and meaningful reading at school. We also aim to verify how the reading approaches presented in the textbook Teláris Project: Portuguese, 8th grade, used by students investigated may interfere in your reading comprehension, we also propose a dialogue with the Angolan literature by means of the reading of the romance As aventuras de Ngunga, of the Pepetela, For the theoretical basis of this study, we use as references: Rita Chaves (1984), Maria Aparecida Santilli (1985), Manuel Ferreira (1987), Regina Zilberman (1991), Marisa Lajolo (1993), Lajolo and Zilberman (1996), Ezequiel Theodoro da Silva (1996), Nilma Lino Gomes, (1999), Roberto Acízelo de Sousa (1999), Iris Amâncio (2008), Roger Chartier (2009), Carlos Augusto Melo (2009), Antoine Compagnon (2010), Maria Amélia Dalvi et al (2013), Miguel Arroyo (2013) and Rildo Cosson (2014). As a methodological strategy, we used the data from the Basic Education Development Index (Ideb) of the researched school which demonstrated the students' low student performance. Then we propose to the students the accomplishment of a reading activity, constant in Teláris Project: Portuguese, 8th grade this activity consists of a questionnaire on the fragments of the romance As aventuras de Ngunga, of the Pepetela, The result of this analysis served to demonstrate that the reading of the romance, presented in the textbook referred, does not promote the literary learning of the class. Next, we present a proposal for the full reading of the romance As aventuras de Ngunga, after this reading, we carried out an evaluation of the reading comprehension of the students, demonstrated through an oral activity. In the six sections in which this dissertation was divided, we deal with the factors that contributed to the construction of the literature teaching model that has predominated in the Brazilian school. We discuss conceptions of reading and how these conceptions intertwine with the teaching of literary reading, we reflect on how literary reading can be an effective instrument for law enforcement10.639/2003. We also present a discussion about the construction of teacher identity in the historical context of Brazilian education, on the importance of literary reading as an object of human formation, analysis of the textbook, Teláris: Portuguese, 8th grade, and, finally, we present the intervention project.
Acesso aberto (Open Access)
O livro didático e o fomento da autonomia na aprendizagem da língua inglesa
(Universidade Federal do Pará, 2011-05-11) FONSECA, Maria Amélia Carvalho; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Observing that frequently adult students are very dependent on their teachers and show an enormous passivity relating to their learning, I realized the importance of carrying out a study that could stimulate autonomous behaviors in their learning process and to do so the textbook could be used. From this perspective, I identified the need to develop an action research, which allows the use of our daily classroom practice to collect and analyze data, having as subjects my own students. This study aims at investigating how the textbook could be used in order to foster learning autonomy. For this, it attempts to recognize in a textbook used by adult students in an English language course kinds of activities that could foster autonomy, it tries to determine conditions to adapt some of these textbook activities and it analyses the effect of those activities on students’ autonomy. This research is based on the theories of textbooks, of classroom dynamics, including the activities performed during classes, and on the concepts of autonomy, comprehending the role of the autonomous student and the role of the teacher in the autonomization process. This way, it was based on authors such as Skierso (1991), Dickinson (1994), Richards (1994), Cunningsworth (1995), Scrivener (1998), Little (1999), Cotterall (2000), Graves (2000), Scharle e Szabó (2000), Benson (2001), Crookes e Chaudron (2001), Nunan (2001a, 2001b, 2005), Tomlinson e Masuhara (2005), Brown (2007), Harmer (2001, 2007), Magno e Silva (2003, 2008, 2009), among others. This study is relied greatly on the previous research by Scharle e Szabó (2000) which was able to provide means to identify the activities that could contribute to foster learner autonomy. The data analysis results show that it is possible to use the textbook as a tool to foster learner autonomy and that the way the teacher uses it determines if and how this will happen. The results show that the extra activities used in the classroom and the evaluation of these activities by the students contributed to a change in the students’ behavior toward their learning, the development of autonomous attitudes on the students, and the indication of students´ wishes to carry on the autonomous process. This is evidence that it is possible to give students conditions that favor their autonomous learning behaviors.
Acesso aberto (Open Access)
Livro didático, oralidade e podcast na formação de professores de língua portuguesa: ancoragens e deslocamentos
(Universidade Federal do Pará, 2022-05-13) CRUZ, Mayara Alexandra Oliveira da; RODRIGUES, Isabel Cristina França dos Santos
The emergence and popularization of Digital Information and Communication Technologies (TDIC), consolidated by the advancement of Computer-Mediated Communication (CMC), led to the insertion of digital genres in Portuguese Language Textbooks (LDLP). In this direction, the research seeks to understand the didacticization of the digital discursive genre podcast in Portuguese language textbooks. Thus, the main objective of this study is to understand how Portuguese language teachers, working in the final years of Elementary School, in public schools, mobilize the digital podcast genre proposed in Portuguese language textbooks as a function of the teaching and learning process. This work is situated in the field of Teaching and Learning Languages and Cultures (EALC). The main scholars mobilized are Bakhtin (1997) and his Circle, Rojo (2012, 2015), Bunzen (2009) and Villarta-Neder and Ferreira (2020). The methodological approach is based on documental analysis of textbooks, used by public school teachers, as well as on collaborative research, considering the need for greater articulation between the university and the school. Regarding the treatment of the podcast in LDLP, there was an insufficient and superficial approach. It is noteworthy that, due to the pandemic context, it was necessary to hold online training meetings, in remote mode, with teachers from the final years of Elementary School, to generate data. The results reveal the presence of several oral genres in teaching practices, as well as digital tools and digital genres. However, such data also reveal that there are efforts to be undertaken regarding the understanding and more purposeful use of the textbook, the use of the podcast discursive genre in the classroom and teacher training focused on new technologies in favor of the teaching process. teaching and learning. In this sense, a didactic proposal about the podcast genre is presented, based on the accomplishment of a pedagogical work that expands and strengthens the students' competence for the increasingly effective use of digital and oral practices from a reflexive and contextualized systematization.
Acesso aberto (Open Access)
A matemática no contexto da educação ambiental: relações de aprendizagem
(Universidade Federal do Pará, 2009-05-15) NEVES, Sandra do Socorro de Miranda; ARAGÃO, Rosália Maria Ribeiro de; http://lattes.cnpq.br/5651914385447486
This study presents an analysis of mathematics collection to the fundamental learning “Everything is mathematics” of Luís Roberto Dante. Before defining the collection to be analyzed I examined the twenty and three made use collections in the Guide of Didactic Books – Fundamental Learning/MEC. After that I defined as basic criteria of choice the “frequency of use of the collection by publics schools in Pará State”. In this study were chosen fifteen questions in the block treatment of the information in the statistics content – charts and tables – which deals with the environmental questions according to the National Curricular Parameters and the Transversal Themes intentions. The guiding question of this work aims to analysis the collection of mathematics didactic books of fundamental learning most requested in Pará State to investigate whether the selected author by schools by defined criteria articulates conveniently the Mathematics content learning to the environment using representations registers the light of Raymond Duval. I made analysis both quantitative and qualitative in selected books whose purpose is find the questions which the environment is used and enables the learning of the Mathematics. The analysis was done to the charts representations can be more explored to allow the teachers and students an important pedagogical support in the learning of the citizen education in context of environmental education. The number of questions using the environmental thematic in the collection in prominence to the basic education is far from the desirable one for our region. The large scale use of these semiotics representations will possibly reach an acceptable level of students and I believe that the Mathematics social role could rise to higher levels supported by Durval theory due to these representations importance meeting recovery of a world permeated by information. I assume there is a lot work to be done in pursuit of development of this practice both statistically and in terms of attitudinal changes in relation to the environmental and to support the textbook.
Acesso aberto (Open Access)
Narrativas amazônicas no ensino de História: dos livros didáticos às visões de alunos do ensino médio
(Universidade Federal do Pará, 2019-01-29) FREIRE, William Fonseca; ALMEIDA, Conceição Maria Rocha de; http://lattes.cnpq.br/5784314365587893
This work, linked to the line of research Historical Languages and Narratives: Production and Diffusion, aims to research, interpret and analyze Amazonian narratives in Teaching History, from textbooks to visions of high school students. For this, part of an action research, qualitative and bibliographical type, whose corpus is composed of the theoretical constructs of Rüsen (2011), Choppin (2004), Bittencourt (1993), Munakata (1997), among others. which foster discussions about various textbook approaches in Teaching History, as well as punctuating the book as a cultural product. Still, it counts on the analysis of the students of the High School, from the establishment of debates, workshops for the choice of the didactic book and its consideration as object of historiographical approach, mainly, in relation to the construction of the regional element and its interference in the narratives of the material in question, specifically, the concept of the Amazon region and its historicity. The product of this study concentrates on the participatory production of a site containing the course and the walk, deconstruction and reconstruction of new readings of the writings of the history of the Amazon.
Acesso aberto (Open Access)
O nazismo nos livros didáticos de História brasileiros: contribuições para uma história do tempo presente
(Universidade Federal do Pará, 2019-01-29) CONCEIÇÃO, Carlos Eduardo Miranda da; FONTES, Edilza Joana Oliveira; http://lattes.cnpq.br/9447513031256372
Acesso aberto (Open Access)
Novas tecnologias e livro didáticos da EJA: uma abordagem pedagógica por meio do gênero propaganda
(Universidade Federal do Pará, 2018-03-26) PEDROSO, Luis Marcelo de Araújo; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/6329405040653270
This work sought to propose a pedagogical approach, using the advertising genre, considering the use of NICTs and a relationship with the EJA Didactic Book (3rd stage), of a public school in the outskirts of Belém. relationship occurred in the learning of the reading and writing competence in the teaching-learning process of the students. Thus, it was important to describe the EJA, the textbook, NTICs, proposal for action and observation in the proposed activities. For the study of the mother tongue, use the language of gender, analyze its structure, verbal / nonverbal language and as predominant language functions. It was argued that the appropriation of technological shoes would broaden the knowledges and orientation of students of the moment for the practical purpose. A literature used as authors such as, Souza (1998), Bakhtin (2003), Menegassi (2005) and Koch (2015). The work also revealed that, although it was used, NICTs in conjunction with LDs for Portuguese language teaching still exist in the challenges for the most effective development of this type of referral. This is justified because there are teachers who are not well prepared and interested in working with the new technologies. In addition, many schools do not offer a suitable structure for this type of work in the function of low investment in the area. On the other hand, students are very receptive to NICTs. They escape, learn and adhere to their learning, especially in the activities that enhance the relationship with their possibilities of articulation with the labor market (formal and informal) and subsistence.
Acesso aberto (Open Access)
Origem da vida: discursos em livros didáticos do ensino fundamental
(Universidade Federal do Pará, 2020-06-10) PANTOJA, Ana Laura Pureza; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
As curricular content, Origin of Life constitutes a subject of controversial nature. Information from various areas supports several plausible hypotheses and scenarios to explain how life originated on Earth, enabling multiple conflicts and which invariably have features related to the nature of scientific knowledge. It is from this perspective that the approach needs to be linked to the History and Philosophy of Science (HPS), so as not to reinforce visions of science that refer to the linearity of knowledge construction and absence of conflicts, for example. The discourse analysis, developed by Michel Foucault in his works, presents theoretical assumptions that can be used as an analytical device to think about this production and approach of HPS in basic school textbooks. Thus, this paper aims to visualize which discourse (s) circulates on the theme Origin of Life, as curricular content, in the textbooks of the 7th year of elementary school. The analysis indicates that the theory of prebiotic chemistry; the spontaneous generation; Cosmic Panspermia and Astrobiology are recurrent in textbooks, with a positivist historiographic aspect, composing statements that establish the possibilities of circulation and legitimation of scientific knowledge, although some explanations remain in production and not legitimized in hegemonic scientific communities.
Acesso aberto (Open Access)
A relação professor/livro didático no ensino-aprendizagem de Língua Portuguesa na 4ª série do ensino fundamental
(Universidade Federal do Pará, 2007-12-17) OLIVEIRA, Márcia Andréa Almeida de; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
In this thesis, we aimed at investigating the relationship between teacher and textbook in the 4th grade of six K12 schools, located in the Belém. We investigated the criteria used in the process of choosing materials, in the teaching objects prioritized in the textbook and in the Portuguese classes, in the sections used and the strategies introduced by teachers when they use the textbooks. In this study, we adopted a research of ethnographic character because we considered the teachers voices in the process of choosing and using of the books in the classroom. We also used the sociointeractionism ideas of Vygotsky (1984, 2003) and Bakhtin (1993, 1997, 1999) about language, interaction, construction of the subject and so on, and we used some studies related to Portuguese teaching and to textbooks. In the data analysis, we reflected on textbook activities (published between 2003 and 2005) related to the understanding and the prodution (oral and written) and on the teaching objects prioritized in each book. Furthemore, we analyze the six teachers interviews and their Portuguese classes, and we compared the textbooks proposals with the teachers proposals and we presented some suggestions to improve the use of the books. Results show that textbooks, adopted by schools in this study, seem not to play the directive role in the teaching neither assume the teachers role because they are only used to complement activities, previously designed by them.
Acesso aberto (Open Access)
Representações de leitura do livro didático de português do ensino fundamental maior
(Universidade Federal do Pará, 2012-10-11) TRINDADE, Rosinélio Rodrigues da; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this research, we take the Portuguese textbook as an object of research and guide our work by the question:: What makes a book be a textbook? Such question, which at first may seem obvious, due to the opacity of the unique aspects that take part in said materials’ constitution, revealed that the textbook is a multifaceted and complex objetct situated in a new field of academic research. Among many possibilities of inserting the textbook in the context of human concerns, there are two that are introduced in that research as possibilities to think about it as object of its own field of research: (i) the one which begins from the comprehension of the textbook as an object that bears materiality and visuality, where elements such as typography, diagramation, use of colors, choice of images, among many others, participate in the reading process as much as the linguistically constituted verbal text , and (ii) the one which considers the book as object that bearsa textual-discursive materiality by means of witch it responds to many places and interests which are often contradictory, as far as it tries to satisfy different expectations laid upon it. In this sense, we consider that the production of textbooks firstly aims at a didactic project – due to which are created representations of reading – but also makes it an important product of a promising market and very profitable as well. This leads us to believe that the textbook functions mainly as an object of consumption/distribution instead a support to the teaching and learning of Portuguese. The research follows on the theories of Discourse Analysis of French tradition, considering the ideas of authors such as Pêcheux, Maingueneau, Possenti, Authier-Revuz; of the history of reading based on Chartier, Fairchild, Choppin, Freitag et al, Oliveira et al among others. The research corpus comprises a collection of Portuguese textbooks (for the final grades of elementary school) collected from the last PNLD (“Plano Nacional do Livro Didático”, Textbook National Plan)/2011 which was chosen by most of the urban schools in the municipality of Cametá/Pará; field notes with the report of research experiences; and a questionnaire of open questions on the process of choice of the textbook of Portuguese in those schools.