Genres and textbooks: from theory to praxis
The objective of this article is to investigate a significant picture of the didactic transposition of the genre theory, through the analysis of a chapter of the textbook “Português: Linguagens” (Cereja & Magalhães, 2004), whose object of work is the...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2010 |
| País: | Brasil |
| Recursos: | Universidade do Sul de Santa Catarina (UNISUL) |
| Repositório: | Linguagem em (Dis)curso (Online) |
| Idioma: | português |
| OAI Identifier: | oai:portaldeperiodicos.animaeducacao.com.br:article/364 |
| Acesso em linha: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/364 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Genre Didactic sequence Textbook Review Género textual Libro didáctico Secuencia didáctica Crítica Gênero textual Livro didático Seqüência didática |
| Resumo: | The objective of this article is to investigate a significant picture of the didactic transposition of the genre theory, through the analysis of a chapter of the textbook “Português: Linguagens” (Cereja & Magalhães, 2004), whose object of work is the genre “review”. The analysis criteria were established from the reading of the teacher’s manual that follows the textbook, where the authors explain that the proposed activities for the chapters of “textual production” are based in the Bakhtinian genre theory. To understand the didactic treatment the authors give to textual production – considering that the chapter under analysis constitutes a set of activities centered on a textual genre –, we based the analysis on socio-discursive interactionism (BRONCKART, 2003) and on the research of Dolz, Noverraz and Schneuwly (2004) about didactic sequences centered on textual genres. |
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