Reflexões sobre a produção de textos no livro didático de 9º ano em uma escola urbana com alunos camponeses

Abstract

The present study is a reflection on the production of texts proposed in the textbook Portuguese Languages of the 9th year of Elementary School, used at the Municipal Elementary School - Pequeno Cristo, located in the urban center in the city of São Domingos do Araguaia-PA, that despite being in the urban center, there is a massive presence of students from the rural area, who have to travel kilometers to access the school. Thus, this research has as its central problem: How are the practices of textual production approached in this teaching material? And, what possible contributions can this resource provide in the classroom environment, in this specific educational context? Aiming to reflect on the relationship between the textual production activities proposed in the book and how / if they dialogue with the reality of students in the field. For this reflection, a bibliographic research was carried out, from the reading of other academic works on the theme and the faction of records and reviews. We proceeded to the description and analysis of a thematic unit of the textbook, whose reflection was guided by theorists such as Antunes (2003), Arroyo (2001), Caldart (2011), Costa Val (2011), Geraldi (1996, 2011, 2013 ), Koch and Elias (2018), Marcuschi (2016), Ponte (2004), Ploeg (2008), Rojo (2009), who contributed to the definition of the notion of text and textual production practices that guided our analysis. Thus, it was understood that the textual production proposal addressed in the book makes it possible to bring texts that contribute to the development of the student's critical capacity. However, the language teacher must be the mediating subject of this learning process, with the textbook as one of the tools to achieve the student's learning objective, not as the only resource and guide of this process.