Sequência didática: uma análise de livros didáticos sob a perspectiva do interacionismo sociodiscursivo

Abstract

The model of Didactical Sequence, theme of this paper, is associated with the researches about the acquisition of written language trough a systematic work, serving as pedagogical and organizer instrument of the reading and writing/rewriting activities of a certain discursive genre. From this perspective, it was decided to investigate the Textual Production work contained in schoolbooks, considering that these are important to the task of didactical transposition of the “new” theories of teaching by the teachers. The general objective of this work is, therefore, to reflect on the contributions of Didactic Books for the teaching-learning process of Textual Production guided by the Didactic Sequence method. Concerning to the methodology, the nature of the research is classified as applied research, being of exploratory character as to its objectives. The research object is formed by education proposal of text production contained in Schoolbooks of different collections an publishers, book A and book B, used in a private school, being respectively 5th and 6th grades by elementary school. To improve the analyses of these data, it was elaborated a chart based on a summary-board of the Dolz Didactical Sequence method, Noverraz e Schneuwly (2004),consisting of, therefore, a qualitative approach. The book A does not attend richly the teacher’s perspectives who intends to elaborate a situation of textual producing situation based on IDS, or more properly, the Didactical Sequence method. The book B, in its turn, shows necessary material to the elaboration of the Didactical Sequence method, in need just of a restructuration of the activities sequence. The stages Initial Presentation and Modules are richly satisfactory; the initial Production should be simpler while the final production should be more systematic objectifying to motivate the rewriting. The analyzed books can help in the textual producing teaching-learning process related to the Didactical Sequence method, since the teacher knows to evaluate and reorganize the activities to achieve this objective. The theory-methodological orientations present in the teachers’ issues dialogue with the Sociodiscursive Interacionism proposal.