Livros didáticos de língua portuguesa destinados aos anos finais do ensino fundamental: quais as vias reflexivas perante o(s) letramento(s) crítico(s) e os aspectos sociais e discursivos da linguagem?

Abstract

The present work proposes an investigation on Portuguese language textbooks specifically intended for the last two classes corresponding to the final years of elementary school (namely, 8th and 9th grade), considering works duly distributed to public schools in our country through the National Program of Books and Didactic Material (PNLD) and, more specifically, in a school institution located in the city of Amargosa -BA, It is managed by the state education network. From the questions chosen in the face of the develop ment of skills and the construction of linguistic and extra -linguistic competences that take into account the socio-pedagogical and discursive phenomena of our Brazilian contemporaneity, it is possible to focus on books belonging to two collections of diff erent authorships, belonging to PNLD blocks that are also different, capable of highlighting nuances regarding the following considerations: (i): the relations between the Portuguese Textbook (LDP) and the policies of induction, acquisition and distribution of materials in public schools; (ii): what are the conception(s) of critical-constructive literacies preponderant in such selected textbooks that are related to linguistic issues (reading, text production, orality and linguistic/semiotic analysis) and extralinguistic issues that are also basic in Brazil; (iii): what are the possible intersections present between literacies and the construction of social meanings/discourses in the face of the contemporaneity of this same country. To this end, in this scientific outline, theoretical bases already grounded and others in (re)construction were used, with regard to Portuguese textbooks and their relationship with teaching-learning, to the interlocutions between the axes of literacy studies, critical literacies/multiliteracies and critical discourse studies in parallel to such didactic materials, listing possible perspectives and epistemological processes involved in a complementary and argumentative way. Authors such as Barbosa and Boldarine (2011), Bunzen (2005a, 2005b, 2014, 2017, 2020), Duboc (2016), Fairclough (2010, 2016), Jesus and Carbonieri (2016), Jordão (2016), Monte-Mór (2017), Moretto (2017), Müller (2018), Tílio and Schlude (2020), Ramalho and Resende (2011), van Dijk (2012, 2018a, 2018b, 2021) are examples of referenced bibliographic bases. Based on the assumption that language is a socially constructed activity, which allows multiple interpretations, corroborates positions and is constitutive of our social practices, this work, as part of a qualitative research of a bibliographic nature, seeks to explain questions encompassed in the source objects of research as well as provides possible openings to new reflections in the face of views aimed at them. It is worth noting that the bibliographic focus was able to encompass both the theoretical-methodological contributions and the objects of analysis themselves. It is observed, through such work as the textbooks of the Portuguese language, even betting on different literate practices that favor the formation of a subject inserted in didactic practices and involved in new language arrangements, in several instances they still present classic learning patterns, capable of revealing ideologies, legitimations and social and linguistic contestations. Considering that the learning of the Portuguese language is situated in our Brazilian experiences, realities and experiences, the continuous need for the various books and didactic materials to be attentive to the social and historical - political functions of the language, witnessed in the school space and also outside it, is emphasized.