O livro didático de Língua Portuguesa do 4º ano das escolas municipais de Miracema do Tocantins: reflexões críticas

Abstract

The objective of this work was to reflect on the Portuguese Language textbook, for the 4th year, adopted by municipal schools in Miracema, as well as to analyze its structure in relation to the content presented in it. We were curious to identify some points, namely: how textual genres are presented; how do questions of ‘understanding and interpreting texts’ appear; if these lead students to criticality, or if they only led them to strengthen decoding, something very common in reading classes, unfortunately. In short, we analyzed the questions, with the aim of knowing whether they lead to critical interaction with the text, giving room for the use of the student's creativity when interpreting it, or whether they merely reinforced the copyist and memorizing format that they claim, for sometimes the classroom. In other words, we check whether the set of activities in the book form readers and whether it is clear that the students really understood what they read. We know that reading and interpreting text accompanies students throughout their school journey, and even outside of school, and that their low performance often reflects fragile reading classes, impacting and compromising their ability to interpret text. The methodology used to guide the research was qualitative, since we will analyze the data collected in the corpus, which is the textbook. Our study is based on Textual Linguistics, observing and analyzing the corpus of questions in the text, grammar, as well as the writing proposal, from the perspectives of authors such as: Magda Soares (2001), Sírio Possenti (1996), Paulo Freire (2001), Ângela Kleiman (1998), among others. The textbook is an extremely important pedagogical material for teaching and learning, as it will accompany the knowledge process and the school day, in all subjects, not restricted only to the Portuguese language. We therefore emphasize its importance in studying it, exploring it in order to get the most out of it in classes. We focused the analyzes only on the first chapter, as the others follow the same structure. We detected that questions about understanding and interpreting text still lead to copyism, without the student having the right freedom to create their questions. The requested textual production activities come with rules, labeling the student's writing, so that it follows a model or manual, and do not allow the student to be interested in reading or to produce their writing spontaneously.