A interação no livro didático de língua portuguesa como promotora na aquisição da proficiência escrita

Abstract

This research aims to investigate the characteristics of interaction present in Portuguese Language Textbooks, as well as to analyze whether the Didactic Sequences that, applied in these, favor the achievement of students' written proficiency. The study is supported by works on the teaching of writing, produced under the perspective of Applied Linguistics, whose language is conceived as a product of social interaction. In this way, the study is anchored in the estimated ones of Bakhtin (1976 [1926]), Bakhtin/Volochínov (2006 [1929]), and Volochínov/Bakhtin (1976 [1926]). Regarding verbal interaction and concerning speech genres, this research uses Bakhtin's (2000) conception of discursive genres. One is about a study of qualitative-quantitative-interpretative, that if it bases on the sociointeractionist perspective of education. For in such a way, the following collections of Portuguese language used in most public schools in Porto Nacional –TO were selected and analyzed, but in particular by the researcher of this investigation in his teaching practice: “Projeto Teláris” (BORGATTO; BERTIN; MARCHEZI, 2015), of 9th year of Basic Education and 3rd year of Elementary Education; “Português Contemporâneo: diálogo, reflexão e uso” (CEREJA; VIANA; DAMIEN, 2016). About the first collection, it was chosen two textual genres for analysis. In the second collection, three textual genres and the dissertative-argumentative textual type were selected. In the results obtained trought the analyzes, it was found that the Textbook of the 9th of Basic Education presents some interaction characteristics, which denotes a certain limitation in the process of interaction and acquisition of proficient writing, and furthermore, the Didactic Sequences are not presented in a clear and systematic way, nor is there a clear exploration of the discursive genres; as for the Textbook of the 3rd year Elementary Education, it is noticed the presence of some interaction characteristics, however with greater explicitly of the Didactic Sequences in the writing production process, which favors the achievement of writing proficiency in the student. Therefore, the results showed that teaching textual production, contemplated by the characteristics of interaction, as well as the application of Didactic Sequences systematized in the Textbook, makes it possible for students to reach their written proficiency, in addition to enabling them to transit in the speeches with greater competence.