Propostas de produção escrita em um livro didático de língua portuguesa, destinado ao terceiro ano do ensino fundamental, e suas relações com as habilidades de produção escrita na BNCC

Abstract

This dissertation aims to analyze whether the written production activities of the textbook Aprender Juntos 3 by Silva C. and Silva E. (2021), intended for the 3rd year of elementary school, contemplates the skills provided by the National Common Curriculum Base (BNCC, Brasil, 2017), especially with regard to the production of textual genres. To this end, we review the historical path of the BNCC (Brasil, 2017), considering its foundations, including international documents, such as Delors (2010) report, observing how the document may have influenced the base in establishing its basic principles. Furthermore, the BNCC (Brasil, 2017) is examined with regard to the teaching of the portuguese language, with an emphasis on the axis of textual production. Subsequently Perrenoud (1999) conception of competence and skills is analyzed. This text also presents the writing skills expected in the 3rd year of elementary education. As for the teaching of textual genres, these are approached through the principles of the Genebra school, particularly Bronckart (2006) and Dolz and Schneuwly (2004) who advocate that genres serve as instruments for behavioral change and can be acquired through didactic sequences. Furthermore, it was observed that the spiral model adapted by BNCC (Brasil, 2017) partially aligns with the spiral model of genre distribution proposed by Dolz and Schneuwly (2004) besides, the skill blocks are organized in a manner similar to Bronckart (2006). Also, included in our study is writing itself, through which students build their repertoire, enabling them to recognize different textual genres and produce written texts that approximate formal writing in their early compositions. Finally, the textbook Aprender Juntos 3 by Silva C.and Silva E. (2021) is analyzed to determine whether its writing activities meet the requirements set what it is proposed by BNCC (Brasil, 2017). The textbook presents a mitigated spiral approach regarding genres, lacking linearity in the presentation of textual genres. [resumo fornecido pelo autor]