The rewriting of texts portuguese didactic books/A escrita de textos em livros didaticos de lingua portuguesa

Parting from the epistemological frame of Bronckart's (2003) sociodiscursive interactionism, on the theorethical-methodological supports for the teaching of mother tongue of Schneuwly and Dolz (2004) and the dialogical rewriting' conceptions (GONCALVES; BAZARIM, 2009), we investigate how t...

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Bibliographic Details
Published in:Acta Scientiarum. Language and Culture (UEM) 2013-04, Vol.35 (2), p.105
Main Authors: Goncalves, Adair Vieira, Napolitano, Alice Ane
Format: Article
Language:Spanish
Online Access:Get full text
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Summary:Parting from the epistemological frame of Bronckart's (2003) sociodiscursive interactionism, on the theorethical-methodological supports for the teaching of mother tongue of Schneuwly and Dolz (2004) and the dialogical rewriting' conceptions (GONCALVES; BAZARIM, 2009), we investigate how two collections of didactic books recommended by Ministry of Education and Culture--MEC--approach textual gender's rewriting in Primary Education cycle II. For its fulfillment, we will uphold on Bronckart's (2003) textual leafy, which contemplates textual infrastructure, discursive and linguistic-discursive components of action. The Portugues--uma proposta para o letramento collection--focus discursive capacities in detriment of actions and linguistic-discursive capabilities, besides the writing/rewriting's proposals don't belong to the same textual genre inside a thematic unity. The Linguagens no Seculo XXI's collection, in contrast, focus the three analyzed language's capabilities, and, especially, favors the writing/rewriting inside the same textual genre inside the unity of the Didactic Book.
ISSN:1983-4675
DOI:10.4025/actascilangcult.v35i2.17104