Gêneros acadêmicos no ensino médio: uma análise de livros didáticos de língua portuguesa

Abstract

Mastering reading and writing scientific-academic genres is fundamental to the teaching-learning process in higher education. It is known that the exploration of this knowledge should begin during basic education. In this context, this study analyzes how scientific-academic genres are addressed in high school Portuguese Language textbooks. The object of study consists of textbooks approved by the National Textbook Program (PNLD) (Brazil, 2023) and used in schools in Piauí. The objective was to identify which genres are included and how their reading and production are approached, based on the recommendations of the Common National Curriculum Base (Brasil, 2018) regarding the skills and competencies that should be developed in high school related to the reading and production of academic genres, as well as scholarly research on this subject. The methodology consisted of observing the presence and approach to scientific-academic genres in the textbooks. This research is characterized as a documentary, with a descriptive objective and a qualitative approach. The corpus consisted of three textbooks from the 2021 PNLD cycle, used in Portuguese Language classes across the three years of high school. In terms of theoretical foundation, the research was supported by studies on the importance of textbooks in teaching Portuguese and reflections on the concept of genres and academic literacies and scientific, such as those by Ota (2009), Bezerra (2013), Santos and Melo (2023) and Magalhães and Cristóvão (2018). As a result, it was observed that activities involving the production of academic genres are structured and presented according to BNCC guidelines, aimed at developing the skills and competencies in high school students for successful entry into higher education. However, there is still a limited presence of academic genres in textbooks, especially considering that the analyzed works cover all three years of high school in a single volume. This study also revealed that, while there are text production activities involving scientific-academic genres in the textbooks, this alone is not sufficient to resolve or prevent the difficulties faced by students entering higher education. The study highlights gaps in the activities presented in Portuguese Language textbooks. Therefore, it is essential to determine whether these textbooks are effectively used in Portuguese classes to support the development of students' academic and scientific literacies.