Made available in DSpace on 2014-12-17T14:36:51Z (GMT). No. of bitstreams: 1 LucilaCL_DISSERT.pdf: 6676515 bytes, checksum: 6fcf4fd18638340558617c25b5a44111 (MD5) Previous issue date: 2014-02-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Through the examination of official indicators, it can be observed that writing is pointed out as one of the main problems concerning formal basic education. However, this teaching-learning object is one of the central objectives at school, having an essential role in different curricular components as well as in the interaction demands required by society. Such paradox indicates, therefore, the relevance of investigations which analyze the intrinsic elements of child development as written text producer. Hence, the main purpose of this research consists of analyzing the treatment given to the types of discourse and the teaching situations in which the written text are produced, concerning Portuguese language didactic material collections approved by Programa Nacional do Livro Did?tico (PNLD 2010) the Brazilian program of didactic book and worked at elementary school. Such materials correspond to the collections adopted in municipal education system schools from Natal, RN which were below the official education indicator IDEB 2009. Thus, the questions that guide this work are: 1. During writing production lessons, is the diversity of types of discourse effectively worked on didactic collections? 2. Which are the types of discourse and the social spheres prioritized when teaching writing production? 3. How is the situation addressed in the production of the written text should be produced? For this research, we retook the authors Bakhtin, Bunzen, Faraco, Freire, Rodrigues, Rojo, Schneuwly e Dolz and we made a list of all types of discourse and spheres contemplated in the propositions of the writing production in didactical books, concerning the eight collections which compounds the first moment of analysis. Then, we verified how the situation of production is oriented by examining two didactic collections if and how they express the elements referring to the social-historical, functional and linguistic-discursive context of the text to be produced. The data obtained indicate: lack of diversification of types of discourse in the collection that compounds the Aggregate Sample of the research; the conception of a diversity based on the didactic of visiting; the recognition of all canonical and hegemonic types of text as one of the privileged objects of study; the centralization on the standard variety of the language and the devaluation of the representative types of cultural diversity; the shortage of productions which retrace to written language related to different technologies of communication and information; and the little emphasis on the types of discourse related to public language practices. As for the situations of production, it is observed the predominance of the school as a producer of dialogic relationships, whose propositions present, for example, text addressees, enunciative positions, support and contexts of restricted circulation, especially at school. Two divergent situations are observed among the collections: the lack of a work in which the situation of production is under the perspective of the types of discourse as object of teaching-learning; the concept of the types of discourse as object of reflection, presenting a differentiated didactic orientation towards the situation of production. This research contributes, therefore, with a mapping of the existence and the treatment of the types of discourse on propositions of writing production in didactic books; with the critical analysis of the approach of written activities, considering the elements of the historical-social, functional and linguistic-discursive context; thus, through teaching, research and public policies, use and selection of didactic material for the area / A partir dos indicadores oficiais, ? poss?vel observar que a escrita tem sido apontada como um dos principais problemas da escolaridade b?sica obrigat?ria. Em contrapartida, esse mesmo objeto de ensino-aprendizagem constitui-se como um dos objetivos centrais da escola, sendo essencial aos diferentes componentes curriculares, como tamb?m ?s pr?prias demandas de intera??o requeridas pela sociedade. Tal paradoxo aponta, ent?o, para a relev?ncia de investiga??es que analisem os elementos intr?nsecos ? forma??o da crian?a como produtora do texto escrito. Nesse sentido, o objetivo principal desta pesquisa consiste em analisar o tratamento dado aos g?neros do discurso e ?s situa??es de produ??o no ensino do texto escrito, mediante cole??es did?ticas de l?ngua portuguesa aprovadas pelo Programa Nacional do Livro Did?tico (PNLD 2010) e trabalhadas nos anos iniciais do Ensino Fundamental. Tais materiais correspondem ?s cole??es adotadas em escolas da rede p?blica municipal de Natal/RN que estiveram abaixo do IDEB 2009. Assim, as quest?es que norteiam este trabalho assim se configuram: 1. No ensino de produ??o escrita, a diversidade dos g?neros do discurso ? efetivamente trabalhada nas cole??es did?ticas? 2. Quais s?o os g?neros do discurso e as esferas sociais priorizados no ensino de produ??o escrita? 3. Como ? abordada a situa??o de produ??o em o que o texto escrito dever? ser produzido? Para a pesquisa, retomamos Bakhtin, Bunzen, Faraco, Freire, Rodrigues, Rojo, Schneuwly e Dolz, e realizamos o levantamento de todos os g?neros e esferas contemplados nas propostas de produ??o escrita dos livros did?ticos, referentes ?s oito cole??es que comp?em esse primeiro momento de an?lise. Em seguida, verificamos como a situa??o de produ??o ? orientada em duas cole??es did?ticas - se e de que forma explicitam os elementos relativos ao contexto hist?rico-social, funcional e lingu?stico-discursivo do texto a ser produzido. Os dados obtidos indicam: a falta de diversifica??o dos g?neros no conjunto da Amostra Global da pesquisa; a concep??o de uma diversidade baseada na did?tica da visita??o; o reconhecimento dos tipos textuais can?nicos e hegem?nicos como um dos objetos privilegiados de estudo; a centraliza??o na norma padr?o culta da l?ngua e a desvaloriza??o dos g?neros representativos da diversidade cultural; a escassez de produ??es que remontam a linguagem escrita das diferentes tecnologias de comunica??o e informa??o; e a pouca ?nfase com os g?neros da inst?ncia p?blica da linguagem. Quanto ?s situa??es de produ??o, observa-se: a predomin?ncia da escola enquanto promotora das rela??es dial?gicas, cujas propostas apresentam, por exemplo, destinat?rios, posi??es enunciativas, suportes e contextos de circula??o restritos, sobretudo, ao ?mbito escolar; e duas situa??es divergentes entre as cole??es - a inexist?ncia de um trabalho com a situa??o de produ??o sob a perspectiva dos g?neros como objeto de ensino-aprendizagem; e a concep??o dos g?neros como objeto de reflex?o. Nossa pesquisa contribui, portanto, para uma cartografia da exist?ncia e do tratamento dos g?neros do discurso nas propostas de produ??o escrita dos livros did?ticos; com a an?lise cr?tica da abordagem das atividades de escrita, considerando os elementos do contexto hist?rico-social, funcional e lingu?stico-discursivo; e, desse modo, com o ensino, a pesquisa e as pol?ticas p?blicas para elabora??o, uso e sele??o de materiais did?ticos da ?rea de refer?ncia