THE WRINTING AND THE SCHOOLBOOKS: A RELATIONSHIP WITH MANY FACES

Abstract

Wrinting plays an essential role in people's lives because it fulfills social papers, establishing identity relations between the subjects. That is why the learning of writing is one of the main purposes of teaching Portuguese and it must be developed gradually, in its dimensions, in all school years. To this end, in the classroom’s context, the schoolbook is a widely used material. The objective of this article was to reflect about the direction given to the written text production, proposed by the 9th grade schoolbook, Jornadas.port, from the authors Dileta Delmanto Laiz and B. de Carvalho, published by Saraiva Editor, part of the collections displayed for 2013 selections. For this reason, we based on the reflections, especially on Bakhtin (2003) and Bakhtin / Voloshinov (2004), using the interactionist conception of writing and conception of genderto support the proposal analysis, as well as Geraldi (1997) to defend the text production as an interaction activity. As objects of analysis, after recognition of the referrals of the proposals of writing the book, we selected two referrals of textual production, mini tale and the opinion article, checking if the orientation corresponded to the theoretical assumptions defended in the theoretical threshold Collection. The study enabled us to verify the coherence of planning proposals for textual production with the theoretical framework identified by the authors as a mainstay of the collection, in case the interactional and dialogical proposal of language and genre theory.