Análise dos gêneros literários em materiais didáticos de língua inglesa do 9° ano do ensino fundamental, para formação do aluno leitor

Abstract

Working with didactic material's texts and exercises is a routine task for public or private teachers. And exactly for this reason that materials must be of quality, contextualized and with proposals of activities that excite in students the will to become readers, able to understand texts autonomously. Students should recognize the textual genres and reflect on the textual content from internal and external agents to the text, as pointed out by the Bakhtinian interactionist theory, which aims at textual comprehension as a collaboration between author-text-reader. Also, the English language PCNs are based on this theory, which points out that the act of reading consists in producing senses. However, authors such as Lajolo, Micheletti, Quevedo and Marcuschi point out that this is not the framework that appears in many didactic materials, since the texts are decontextualized and with exercises that give little help in textual comprehension and generate barriers for the student in his formation course as an English language reader. However, it is expected that the textbook will effectively contribute as an intermediary in the formation of the autonomous reader in the foreign language learning. It is for this reason that the present work investigated in a sample of three didactic books, elaborated for the ninth grade of elementary school, which were the most frequent textual genre;; what forms of introducing the genre were used; which were the questions of textual comprehension suggested. The analysis focused on the following didactic materials:“Time to share”: Inglês: ensino fundamental/ 9°ano,Saraiva, 2015; “TEAM UP” :Anos finais do ensino fundamental/ 9°ano, Macmillian, 2015 e “ Vontade de saber inglês” / 9°ano, FTD, 2012. The main objective was to investigate whether these English-language didactic materials, prepared for the ninth grade, offer the student real conditions to make him a reader in English, so that he can make a textual comprehension in a reflexive and autonomous way, and not only be a code identifier or classifier. For this purpose, the questions classification table proposed by MARCUSCHI was used and the textual genres were analyzed in consonance with the age group, the reality of the students and the organization in the didactic material. This verification revealed that the great majority of the materials has great texts, however the questions are not always so favorable to the training of the active reader.