Gêneros digitais em manuais didáticos de língua portuguesa

Abstract

This dissertation is inserted in the research line of Reading, Writing and Portuguese Teaching and its main purpose is to analyze the treatment given to the digital genre school-books In Portuguese used in Ensino Fundamental II (two last years of Elementary School and three first years of High School in American educational system). Supported by discourse genres studies, especially the ones produced on the computer screen, the research has as its corpus material selected from three school-books collection, approved by the Programa Nacional de Livros Didáticos (School-books National Program) of 2008, found in the Guia de Livros Didáticos (School-books Guide) from 5th to 8th grade, published in 2007. Methodologically, we adopted as procedure, at a first moment, the selection of reading and writing activities directed to digital genres in each of the three collections and, at a second moment, the analysis of the obtained data, supported by the studies about discourse genres, in general, and digital genres, specifically. The research results indicate that school-books approach digital genres, but not in a meaningful way. Teachers, therefore, have great challenges to face in order to contribute to the effective insertion of these genres in school and to render the students capability to deal with the digital genres