Livro didático de português e sua proposta para interpretação de gêneros: da estrutura superficial do texto à interdiscursividade

Abstract

The teaching of language through the notion of discourse genres present in Portuguese Language Textbooks (PLT) has shown considerable progress in recent years regarding the understanding and learning of important and current social issues, especially since the implementation of the National Curriculum Parameters (PCNs) and the Common National Curriculum Base (BNCC). Within this context, it has been observed that more recent PLTs aim to approach textual interpretation through various discourse genres, moving beyond the surface structure of texts toward an interdiscursive approach to language. This study aims to analyze how PLTs address reading and the construction of deeper, interdiscursive, and ideological meanings, focusing on the discourse genres present in the analyzed units and chapters. The discussion is grounded in Discourse Analysis theories, particularly those proposed by the French scholar Dominique Maingueneau, by examining aspects related to reading and comprehension teaching—especially how the PLT uses opening texts in its units and proposes comprehension activities. The theoretical framework includes authors who have studied the subject, such as Bakhtin (1997), Barzotto (1999), Carvalhães (2018), Cavalcanti (2015), Farias (2013), Fernandes (2021), Marcuschi (2008; 2010), Kleiman (1995; 2013), Maingueneau (1997; 2008; 2015), and Orlandi (2008; 2013). The corpus of this research is the textbook Português: Linguagens, intended for the 9th year of Elementary School, authored by William Cereja and Carolina Dias Vianna, 11th edition, published by Saraiva Educação S.A. in 2022. The study analyzed the texts and proposed exercises, as well as the instructions for text production.