A Abordagem dos gêneros textuais orais no livro didático pelo viés dos gestos didáticos fundadores

Abstract

This dissertation investigates, by the perspective of teaching founders gestures, the treatment given to orality in Didactic Book of Portuguese entitled Português: linguagens, for the ele-mentary school, final years, chosen by schools of public schools of the city of Dourados-MS. To compose the theoretical framework, we support the epistemology of Sociodiscursive In-teracionism (BRONCKART, 2006, 2009) and the foundation for the teaching-learning pro-cess of textual genres (DOLZ; SCHNEUWLY et al, 2004), experts who research about the didactic material (CORACINI, 1999); BATISTA (2003), (BUNZEN, 2005, 2009) and di-dactic gestures (BARROS, 2012); (OLIVEIRA, 2013). The empirical basis of the discussion consists of the thematic units of the printed material and digital educational materials for teaching of oral genres, as well as the interview with one of the authors of the analyzed col-lection and exchange of data is performed with such units and prescriptive texts that are part of PNLD 2014 – Publisher Call Notice, Didactic Book Guide, review of the collection that composes the corpus of the research and the teacher's manual – in order to compare the guide-lines on the teaching orality and the given approach to this mode in the teaching manual. Therefore, it is a qualitative study of documental nature. Genres chosen for analysis were: (1) oral interview, in the book of 7th grade; (2) Seminar, in the 8th grade book and (3) Ruled de-bate, in the book of the 9th year. To effectuate the analysis, we adopted two categories: The first is the theoretical model of the genre (DOLZ; SCHNEUWLY; HALLER, 2004) to elabo-rate about the language skills that students will develop in the study of the three genres men-tioned. The second category is based on the external didactic transposition process (process responsible for passing theoretical knowledge to know how to teach) and the concept of teaching founders gestures. We observe that, in the didactic transposition of the three oral genres analyzed, the regulation gesture is not very representative in the thematic units, and the students are already oriented to evaluate oral textual productions. In general, we found that presentification gesture begins by the context of production and represents the teaching of the genre in a schooled way, social distancing practices at the time of production in the class-room. We conclude that the thematic units intended for oral education are coherent with offi-cial documents that prescribe these proposals classes.