Gêneros digitais no ensino de língua portuguesa: análise e reflexões a partir do livro didático

Abstract

This master's research was developed in the Programa de Pós-graduação em Letras de Bacabal (PPGLB), at the Universidade Federal do Maranhão (UFMA). The dissertation is based on the understanding that digital technologies deeply permeate contemporary reading and writing practices, making it essential to analyze how these transformations affect the teaching of Portuguese Language. In this context, the emergence of new genres highlights the need to investigate how textbooks have incorporated such resources. According to Ribeiro (2018), digital technologies can enable more effective teaching practices. However, despite the increasing presence of these resources in the educational context, linguistic analyses aimed at teaching Portuguese that value digital genres as significant aspects of teaching practices are still recent. Thus, the motivation to analyze how digital genres are addressed in Portuguese textbooks arises from the influence of digital technologies on the lives of students in the final years of elementary school. Thus, the importance of studies on genres is highlighted, especially regarding the teaching of the Portuguese language and the analysis of the treatment given to digital genres in educational materials. The theoretical conception adopted in this work is initially based on the socio-discursive and interactionist perspective, with an emphasis on the contributions of Bakhtin (1997); Bronckart (1999). Next, the sociocultural theoretical perspective is discussed, influenced by the studies of Swales (2005); Carolyn Miller (1984); Bazerman (2020). The main objective of this dissertation is to analyze the treatment of digital genres in Portuguese Language textbooks for the 7th and 8th grades of Elementary School Lower Secondary, investigating how these materials are being used to prepare students for digital discursive practices. This is because genres arising from the growing influence of digital technologies in society provide new forms of communication and interaction. For this, specific objectives are to identify the digital genres present in textbooks, based on the selection made by the book authors; to understand how digital genres are represented in the teaching material; and to relate the choice and treatment of digital genres to the assumptions of the theoretical perspectives of genres. The research adopts a qualitative approach, using, as a methodological technique for the analysis of textbooks, the criteria of Content Analysis. The corpus consists of textbooks for Elementary School Final Years, selected based on previously defined criteria, with the aim of analyzing the treatment given to digital genres in these materials. As a result, is can be concluded that, although the Portuguese Language textbook shows progress regarding the treatment of these genres, it still faces challenges in promoting an approach that effectively engages with the social language practices mediated by digital technologies, in order to support a more meaningful, contextualized teaching aligned with language practices mediated by digital technologies.