A representação do professor em Manuais do Professor de livros de alfabetização do Programa Nacional do Livro Didático - PNLD

Abstract

In the following research we propose to investigate how the teacher's figure is represented on Teacher's Books of Literacy Textbooks of the Brazilian National Textbook Program (Programa Nacional do Livro Didático – PNLD) throughout the years. The PNLD happens in triennial cycles, therefore we selected one Teacher's Book for each edition of the following years: 2000/2001, 2004, 2007, 2010, 2013, and 2016. The PNLD was created in 1985, but only after 2000 the evaluation process gets regulated, excluding the teachers from the literacy book selection process. Thus, since this regulamentation restricts the genre of the teacher's books, we opted to select the works after the year 2000. In order to identify and analyze the changings of the teacher's representation on the teacher's books, we follow the Semiolinguistic Theory proposed by Patrick Charadeau, mainly focusing on the Enunciative Organization Mode, that shows what position the speaker subject puts itself in front of the interlocutor, therefore, its enunciative behaviavior. So, we attempt to verify the modalizationoccurance of each one of the enunciative behaviors used in Teacher's Book, in order to understand how the interlocutor subject's position, the teacher in this case, is marked in each book. By using the semiolinguistic theory as main guide, we are trying to elucidate the contributions of the enunciation theories (Bally, Jakobson, Benveniste and Baktin) to the subject concept and the representation theories (mostly with the views of Durkheim and Moscovici) to the discursive imaginaries concept. Moreover, in the light of semiolinguistic theory, we show the communication contract of the teacher's book, noting the communication situation, the involved subjects, the genre of the book, with its restrictions, and the goals of such contract. Besides semiolinguistic, we also use the categories that show the referential competences, axiological and praxeological of the interlocutor, as a validation a priori of the communicational contract, according to Emediato, in order to unravel how this interlocutor, the teacher, is represented on the texts. Our conclusion is that older teacher's books presuppose a more autonomous and competent teacher, whereas the newer books presuppose a teacher that is more dependent of the exercices' answers and highly detailed instructions to the book usage and how to conduct the class.