As Propostas de reescrita no livro didático do ensino fundamental: limites e possibilidades para a apropriação das capacidades de linguagem

Abstract

With this study, we intend to reflect on and to analyze whether how the proposals are directed rewriting of texts didactic books recommended by national didactic books programPNLD 2011 and understand if activities in the modules (chapters) provided the development of language capacities by means of which students will have more autonomy to the comprehension and action in the specific communicative situation. Parting from the epistemological frame of Bronckart`s Sociodiscursive Interactionism (2007), on the theorethical-methodological supports for the teaching of mother tongue of Schneuwly & Dolz (2004) and the dialogical rewriting`conceptions (GONÇALVES & BAZARIM, 2009), we investigate how two collections of didactic books voted among the teacher of city Dourados, municipality of Mato Grosso do sul - approach textual gender's rewriting in Primary Education cycle II. For its fulfillment, we will uphold on Bronckart's textual leafy (2007), which contemplates textual infrastructure, discursive and linguistic-discursive components. For didactic effect we selected the genre critical review. Our studies demonstrate that the Diálogo collection don‟t provided the development of all language capacities. The Para Viver Juntos collection, focus the three analyzed language‟s capabilities, but has failures. From the analysis, we propose possible activities that may enable the development of language capacities.