Analysis of the role of brazilian culture in the english section of EJA’s textbooks
DOI:
https://doi.org/10.48075/ri.v25i1.29614Keywords:
EJA textbooks, Brazilian culture representation, multiliteraciesAbstract
The objective of this work is to analyze what concept of culture subsidizes the activities proposed by the English section of three EJA textbooks produced for the 6th, 7th, and 8th Primary Grades by Editora Moderna (2013) which are approved by the National Program of Textbook (Programa Nacional do Livro Didático – PNLD). In order to analyze how Brazilian culture is explored, we took into account the concepts of causal logic and/or logic of appearance, proposed by Fairclough (2003), alongside with Holliday’s (1999) perspective on culture. The results of the analysis showed that the units approach the theme through the lenses of a large culture perspective (HOLLIDAY, 1999), since they perceive culture as an ethnic entity, solely based on nationality. Within this view, Brazilian culture is represented through inauthentic texts in virtue of exploring grammar, while avoiding activities of text interpretation, corresponding to the logic of appearance (FAIRCLOUGH, 2003). The results reveal a problematic teaching perspective, especially in regard to EJA students, since these textbooks are designed to young and adults, whom are not invited to participate actively in the discussion, despite holding experiences and opinions.
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