O Manual do Professor de Língua Inglesa: análise crítica do primeiro volume de uma coleção didática aprovada pelo PNLD 2017

• Autor(a) principal: Gonçalves, Alan Rodrigo de Paiva
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/13921
• topic: PNLD; Livro didático; Manual do professor; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

With this work, I aim to analyze the first volume of a didactic collection approved by the Programa Nacional do Livro Didático (PNLD). The studies regarding materials points to a great focus that is given to the Coursebook (CORACINI [1999] 2011 DIAS, 2009; TILIO, 2006; SILVA, 2016), to the detriment of the Teacher's Manual (MARCUSCHI, 2005; FREITAS, 2010). With the insertion of the Modern Foreign Languages (English / Spanish), in PNLD, in 2011, the social practice of using Coursebook has become a possible reality in Brazilian schools. From then on, the Program became responsible for the evaluation, purchase and distribution of English and Spanish language collections, as well. Thus, the discursive practice, derived from a collective imaginary, encouraged by an editorial market, which assigns the Teacher s Manual a function of teacher training has been intensified, in order to subjugate the role of the teacher in the teaching-learning process. Therefore, based on the concepts of Janks Critical Literacy model (JANKS, 2010, 2011, 2013, 2016), and Fairclough's three-dimensional model discourse (FAIRCLOUGH, [1992] 2016), linked to Critical Discourse Analysis, I aim to analyze the interlocutions between the organizators of the collection, that was linguistically relevant in the entries/commands directed to the teacher. In the analysis, therefore, there is a recurrence of entries/commands that generated the research categories, inspired by the theoretical concepts presented, which come from an imperative nature (instruction, order, modelized order) and knowledge (linguistic-cultural). Finally, it is verified that the function of teacher training, attributed to the Teacher s Manual, is carried out in a way that questions the teacher's role in favor of a discursive practice that enhances the intellectual superiority of the idealizers of the collection (editors and organizers) and the teacher should bend to his / her wishes, allegedly to a satisfactory success in the classroom, if the teacher follows what is proposed in the entries/commands. Therefore, with this research, I hope to contribute to the deepening of discussions about the TM, still scarce, in the area of study of teaching materials, as well as a discussion about the role of materials in teacher training.