Analysis of the teaching book: a look at textual production practices

Abstract

We present, in this study, financed by Capes/ CNPq, a brief analysis of the textbook Português Linguagens, of seventh year, written by William Roberto Cereja e Thereza Cochar Magalhães and published in 2015 by Saraiva publisher. We assessed the didactic and methodological guidelines of the book to find out the theoretical position adopted, and our main attention turned to the textual productions. Our aim was to check for consistency between the assumed theoretical conception and the textual proposals productions throughout the book. First we made a brief theoretical overview about the language and the work with the text from the perspective of interactionism and dialogy considering genre as a tool for language teaching, to do this study we rely on authors as Bakhtin/Volochinov (2004), Bakhtin (2003), Geraldi (1993), Menegassi (2010) e Costa-Hübes (2013), As a result, we understand that though the book doesn’t meet the proposed work with genres, seeks to ensure referrals in the production (oral or written) that has a view to dialogue with other subjects, besides the teacher. We believe that the activities are, at least in part, according to dialogical and interactionist conception of language.

Keywords

• livro didático
• produção textual
• gêneros textuais.