As relações sons e letras e letras e sons em livros didáticos de alfabetização (PNLD 2010) : limitações e desafios ao encontro de uma abordagem discursiva de linguagem

• Autor(a) principal: Alcântara, Regina Godinho de
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/1151
• topic: Literacy; Sounds and letters and letter-sound relationships; Textbook; Linguistics; Phonetics; Phonology; Text; Discursive genre; Statement; Relações sons e letras e letras e sons; Livro didático; Texto; Gênero discursivo; Enunciado; Educação; Alfabetização; Fonética; Fonologia; Linguística; Livros didáticos; 37

This study has as initial focus of investigation the way literacy textbooks propose the study of relationships between sounds and letters and letters and sounds , and how this dimension is articulated (or not) to a conception of literacy that takes the text as a teaching unit. It is characterized as a search for documentary stamp, bringing to study academic and scientific production about the theme of research, theoretical trends in the study of literacy, the historical process of the evaluation of textbooks policy in Brazil, the Quick textbook - PNLD 2010 - literacy - Portuguese (2009) and two collections of literacy textbooks, which are: The School is Ours - literacy and language, and Open Door - literacy and linguistics, both evaluated and selected by the National Program Textbook (PNLD), in the 2009 edition, for the 2010 school year. Assume the hypothesis that the proposed work with the sounds and letters and letters and sounds brought by literacy textbooks in the context of literacy, by not taking the text as teaching unit, ends up creating obstacles for the proper understanding of these relationships by students. Takes as theoretical and methodological principles Bakhtin's approach to language as well as the conception of literacy that guides this study (GONTIJO; SCHWARTZ, 2009). Concludes that by failing to bring the texts (speech genres) as set out, indifferent to the alternation of subjects of the speech, the books analyzed, despite the few differences between them, which specifically refers to information that concern the linguistic, will meet a conception of language as a system of rules that must be previously internalized by the student so that he can proceed to reading and writing. Treat then the mother tongue as a foreign or dead language, as if it were static, remaining immune to historical evolution. The study confirmed the research hypothesis, since disregarding and/or ignoring the dialogical aspect of the utterance, the books analyzed minimize the possibility of introduction of a discursive approach to the language, which focuses on the treatment of sounds and letters and letters and sounds relationships that eventually present themselves dichotomized from the text and its discursive context and thus its reflection and systematization by students distance themselves from a study of these relationships in the midst of the socio-historical, ideological, linguistic, stylistic aspects, among others that permeate their teaching. Therefore, by not offering a discursive treatment of language, they contribute little to an appropriate "linguistic" treatment, eventually creating obstacles to the understanding of these relations by students. Believes that linguistic knowledge, especially relating to language and dialectal varieties become important when the approaches of these relationships happen, but these alone do not guarantee its appropriation. Emphasizes the knowledge needed by teachers (and authors) about the linguistic approach taken by the textbook and the rescue of teaching and authorship on the teaching of the mother tongue, introducing an authorship-dialogical process of production of knowledge with students.