Proposta de expressão escrita nos livros didáticos do PNLD 2012 e 2015: O que mudou?

Abstract

This paper analyses the writing activities proposed in the Spanish Language textbooksapproved by the National Textbook Program (PNLD), in the years of 2012 and 2015. Acomparative analysis, both qualitative and quantitative, of the written activities wasperformed, aiming at determining the changes between the editions and verifying whetherthese changes can be considered an advance in the written production activities, consideringthe requisites established by the Public Notice encompassing such skill. This verificationwould be possible if the conclusion that the collections approved in 2015 met the criteriaestablished in the Public Notice, as well as the proposed written works based on discursivegenres, was reached, therefore enabling the written genre diversity to increase. Besides havingthe Public Notices as references, the discursive genre perspective (BAKHTIN, 2015 [1953-1953/1979]) was also analyzed, differentiating it from the text genre (ROJO, 2005) theimportance of teaching writing from a discursive perspective was discussed (ROJO, 2005,2008, 2015 ANTUNES, 2009) and the role of the written activities in the foreign languagelearning process was highlighted (VARGENS FREITAS, 2010). The LDB (BRASIL, 1996),PCN-EF (BRASIL, 1998), PCN-EM (2000) and OCEM (BRASIL, 2006), also guided thisresearch. The sequential mixed method (CRESWELL, 2007) was used with the followingphases: 1) quantitative analysis of all written proposals present in the collections 2)identification of each collections proposal which best meet the requisites related to thewritten skills 3) qualitative analyses of the proposals. The results show that there was anadvance in the written activities proposed, with a larger number of activities present in thePNLD 2015 approved works, which also determine the genre and communication parameters(to whom and with which goals) of the text, as well as the contextualization of the productionand the stages of review and re-write. However, there was a fewer number of proposals whichdetermined the role the student must take when writing the text. Besides, a larger diversity ofgenres were explored, allowing the expansion of the students repertoire. However, it can benoticed that the proposals are still guided by the grammar topic addressed within the unit,which contradicts the discursive genre perspective.