Reading, orality, writing and grammar: alterations, displacements and permanence in the didactic units of Portuguese High School textbooks

• Autor(a) principal: Cargnelutti, Joceli
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/39244
• topic: Teaching objects; Textbook; Didactic unit; Portuguese Language Teaching.; Objetos de enseñanza; Libro didáctico; Unidad didáctica; Enseñanza de la Lengua Portuguesa.; Objetos de ensino; Livro didático; Unidade didática; Ensino de Língua Portuguesa.

In attempt to understand better the constitution of Portuguese language teaching via textbooks, I aim, in this paper, to investigate the teaching objects selected in didactic units of elementary school collections published before and during the Programa Nacional do Livro Didático (PNLD – Brazilian Textbook Program), more specifically: verify the emphasis given to each teaching object, in the different collections, as well as point at the permanences, changes and displacements occurred in didactic units, from the selection of the teaching objects. Therefore, this study supports itself in the sociohistorical theoretical perspective, which allows to understand the didactic unit from a historical process, and the textbook as one of the instruments responsible for ensuring the acquisition of knowledge and skills considered indispensable for the insertion of new generations in society (Soares, 1996). The research corpus is constituted for didactic works published before the validity of the PNLD (period of the 1960s, 1970s and 1980s) and during its validity (collections 1999, 2002, 2005, 2008 and 2011). What was verified from these elements is the textbooks are a sign of permanence processes, of change and of displacements in Portuguese language teaching.