Análise crítica de livros didáticos de língua inglesa do ensino médio: que representações de letramentos emergem desses textos?

Abstract

Even in the face of current educational changes, the textbook remains a crucial tool in the school context, as the most recent editions promise to contribute to language development teaching proposals as social practice through skills and competencies as recommended by BNCC (Base Nacional Comum Curricular, 2018). Therefore, this study aims to investigate the representations of literacies that support the activities constituting three textbooks approved by the PNLD/2021 of English Language for High School students. Therefore, we use as theoretical framework the Pedagogy of Literacies from the New London Group (NLG, 1996), the contributions of Kalantzis, Cope Pinheiro (2020), and Rojo (2012), and the Critical Genre Analysis (MOTTA-ROTH; HEBERLE, 2015), and we also take into account the contributions of Vygotsky (1987) and Freire ([1996]2021). Furthermore, we highlight BNCC (2018) and the PNLD Program (Programa Nacional do Livro Didático, 2017) as guidelines regarding English language teaching in schools. Thus, this qualitative research attempts to highlight to what extent the textbooks chosen as the universe of analysis are subsidized by the Pedagogy of Literacy and the CGA. As analyzing procedures of pre-textual statements, we investigated the Summary Theoretical Foundation and Presentation of textbooks to identify the theoretical affiliation, using the elements rich in meaning from Barton (2004). In the selected units, we sought to observe to what extent they explored the knowledge processes and pedagogies by Kalantzis, Cope, and Pinheiro (2020). The results, which focus on the analysis of the Presentation, Theoretical Framework and Syllabus of each textbook, evidence an affiliation to the teaching of language as social practice (MOTTA-ROTH, 2008) and as lingua franca (BNCC, 2018, p. 242), even though they also present a contradictory affiliation to the European Common Framework for languages, an international parameter, to guide at least two of the textbooks analyzed. In relation to the analysis of the knowledge processes that support the activities of the three units, in general terms, we evidenced a theoretical alignment with the perspective identified in the pre-textual sections, insofar as the units propose to some extent, a(n) didactic, authentic, functional and critical language teaching. However, we highlight that the activities still leave gaps when it comes to materialize practices that lead the learner to act effectively on the proposed problems.