Gêneros textuais/discursivos digitais no ensino de português: análise de uma coleção de livros didáticos adotados na rede pública de ensino

Abstract

Communication occurs through various platforms and modalities, which requires individuals to have the ability to understand and produce texts in various textual/discursive genres, including those from the digital environment, a space inhabited by students and that needs to be explored by schools. In this scenario, the primary resource for Basic Education teachers is the textbook. Knowing this, this research aims to analyze the space and treatment given to digital textual/discursive genres in a Portuguese Language Textbook, aiming to understand how the textbook contributes to the understanding and production of social practices in the digital ecosystem. To achieve our objective, we conducted predominantly qualitative research, with quantitative incursions, as we identified how many digital textual/discursive genres are present in the collection "Português: linguagens" (Cereja and Vianna, 2022) intended for the final years of Elementary School II. To this end, we organized the dissertation into three complementary chapters. The first chapter traces the historical trajectory of the Portuguese language in dialogue with the textbook, especially the Portuguese language textbook. The second chapter discusses the theory of textual/discursive genres, interrelating it with the guiding documents of Basic Education to reach digital textual/discursive genres. The third chapter presents an analysis of the data collected from Portuguese language teaching materials. In our analysis, we specifically present which genres are studied in the collection and the space and treatment given to them within these materials. Our theoretical assumptions about genres were based on the studies of Bazerman (2020), Bakhtin (1979, 1992, 2011), Bezerra (2017, 2022), and Marcuschi (2008). We conducted a historical study of the Portuguese language and the Portuguese language textbook, highlighting the main discussions by Choppin (2004), Geraldi (1991, 1992), and Soares (2002, 2012), and we added to the discussion of educational documents: the National Common Curricular Base (2018), the Law of Guidelines and Bases of Education (1961), and the National Curricular Parameters (1998), which provide subsidies for the investigation and reflection/analysis of the data. The research results, through data analysis, point to the presence of 60 textual/discursive genres studied throughout the collection from 6th to 9th grade. In this universe, 6 digital textual/discursive genres are present: the videoconto, the videopoem, the reader's comment on the internet in the 7th grade; the video, the podcast, and the pílula in the 9th grade. We also observed the presence of 38 icon images referring to the digital ecosystem, but which function as figurative elements, not operational, as they are not "clickable" in the digital material. The activity proposals direct the student towards the digital with the intention of making technology a tool for circulating students' textual productions, without providing the student with an immersion in the digital ecosystem that explores the composite elements of the environment and its potentialities.