Análise do livro didático de matemática e a sua relação com os gêneros discursivos

Abstract

From the official indicators Education Development Index Basic (IDEB), Programme for International Student Assessment (PISA) and Proof Brazil, it is possible to perhaps that a large proportion of the problems related to poor learning of students completing the early years of elementary school is because of low reading proficiency. This fact has been point out as a major problem of compulsory basic education as evidenced by low rates in tests. On the other hand, reading proficiency is constitute as one of the schools main objectives and is essential to the different curriculum components, as well as to the specific demands of interaction required by society. Examine the relation between intrinsic elements and the reader formation of our students. The major objective of this research is to analyze what approach given to genres in textbooks of mathematics, approved by Programa Nacional do Livro Didático (PNLD 2013) and adopted in the early years of public elementary school. Such materials correspond to collections taken in the municipal public schools network Mossoró/RN. The research development, in fundamentals, is based on Bakhtin (2011, 2014) perspective on genders discourse. Besides that, Leite & Barbosa (2014), Schneuwly & Dolz (2011), Marcuschi (2008), Axe (2002), Vygotsky (2008), Freire (1996), Smole & Diniz (1999), Lopes & Nacarato (2009), studies support this idea. This research will contribute to developing policies that are aimed at PNLD (National Textbook Program), to reading and mathematics education from the data may signal and also collaborate with studies to generate data that will assist authors in the elaboration of contents and activities Textbook (LD).