Perspectiva de letramento social nas atividades propostas para o livro didático: A Conquista.

Abstract

This work results from research that proposes to investigate the theme of Social Literacy from the documentary analysis of the Textbook the Conquest of the Portuguese Language (teacher's manual, 2021 edition) organized by the author Isabela Carpaneda for the 1st year of Elementary School in the public network of Fortaleza-CE. As a founding theoretical framework for the investigation, we list authors who make up a group of scientific support in research on the subject: Magda Soares (2020), Angela Kleiman (1995), Leda Verdiani Tfouni (2010) and Brian Street (2014). The problem posed to our object of study is: how can the Textbook evoke social literacies beyond the walls of the school institution? Is such a feat possible? Therefore, we have defined as a general objective to analyze the presence or not of proposals of Social Literacy(s) in the sections of the Textbook A Conquista and as specific objectives: to identify the theoretical-methodological perspectives about literacies in the sections of The Conquest Textbook; observe the conceptions of literacy and literacy; analyze the presence or absence of social literacy proposal(s) in the textbook units. Methodologically, we established the categories of document analysis based on the specific objectives, each of which is directed to a specific part of the book's structure: introductory part; sequential evolution; development of the units. The work is organized in five sections, the first being introductory, the second with the theoretical debate on literacy and literacy, the third with the explanation of textbooks in literacy practice, the fourth with the demonstration of the methodological criteria and the fifth with the presentation of the results. As a result of the analysis, we detected perspectives of Social Literacy in textbooks left open in most cases, according to the autonomy of teachers in their teaching-learning mediation process. As a conception of literacy and literacy, we observed an approach that stuck in its beginning with the Alphabetic Writing System and throughout the units evolves in the use of more textual repertoires and finally, in most cases we identified a direct approach to Social Literacy, however, they are directed more in the part of the lesson script than in the objectives and skills of the Common National Curriculum Base.