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Proposals for the teaching of text production in didactic books: the schooling of Portuguese language

Author(s): Mariana Queiroga Tabosa

Journal: Via Litterae
ISSN 2176-6800

Volume: 3;
Issue: 1;
Start page: 81;
Date: 2011;
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Keywords: Didactic books | Text production | Schooling of Portuguese language

This paper discusses how the schooling of Portuguese language occurs in three didactic books of Portuguese, published in the decades of 1980, 1990 and 2000, from the perspective of text production activities. The discussions are supported by referential works from the fields of Education and Linguistics, such as Azevedo & Tardelli (2002); Bakhtin (2003; 2004); Batista (1997; 1999); Choppin (2007); Razzini (2000); Soares (1996; 2001). According to the results of this research, the schooling process of Portuguese language, in the didactic books considered above, discerns three conceptions of language: language as a system, language as an instrument of comunication and language as social interaction. The melange of those conceptions propels because the schooling of Portuguese language derives from complex connections of interlocution, established by curricular policies, policies of production and evaluation of didactic materials, academic theoretical debates and also by organizational models of school culture.
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