High school Portuguese Language textbooks: analysis of the didactization of discursive-argumentative text as a school genre
This article aims at investigating the didactic transposition and didactisation of the school genre dissertative-argumentative text in three Portuguese language High School textbooks, approved by the National Book and Teaching Material Program of 2012 and 2015. The reflections proposed in the analys...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2022 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositório: | Intercâmbio (Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/57741 |
| Acesso em linha: | https://revistas.pucsp.br/index.php/intercambio/article/view/57741 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Portuguese Language textbooks High school Didacticization Text production School genre dissertative-argumentative text Livros didáticos de Língua Portuguesa Ensino Médio Didatização Produção textual Gênero escolar texto dissertativo-argumentativo |
| Resumo: | This article aims at investigating the didactic transposition and didactisation of the school genre dissertative-argumentative text in three Portuguese language High School textbooks, approved by the National Book and Teaching Material Program of 2012 and 2015. The reflections proposed in the analysis are anchored in the enunciative-discursive theory of Bakhtin and the Circle. The data showed that the didactic treatment carried out by the authors for the dissertative-argumentative genre is, to a certain extent, linked to the mastery of the structure, although activities that allowed the mastery of the genre have been found taking into account the context of production, circulation and reception. |
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