Políticas escolares para a produção textual nas diferentes áreas: currículo, gênero do discurso e Projeto Político-Pedagógico

Abstract

There is a constant increasing of concerning about how children develop textual production and how this learning has been contributing for the education of a student who is capable to use the different genres of discourse socially. Therefore, Political Pedagogical Project (PPP) consist of an important source for analysis to observe how schools and the teaching system, in general, build, in their official discourse, school policies with emphasis on the relation between language and teaching in order to cover the textual production teaching at the school environment. In these terms, this research aims at identifying guiding parameters, on the Political Pedagogical Project, which relate to textual production in different curricular contents. Therefore, we will start with the following research questions) : Which are the main legal guiding and regulatory documents related to textual production (laws, programs, and national remarks)? What does Political Pedagogical Projects explicit about textual production in different areas? Which references does the PPP make to national and municipal politics (Curricular Proposal of Parnamirim/RN)? In order to carry out this research, we are based on Antunes (2003), Bakhtin (1998; 2011), Koch (2006), Leite (2014), Leite and Barbosa (2014), Libâneo, Oliveira and Toschi (2012), Marcuschi (2008; 2011), Meurer and Roth (2002), Sacristán (2000), Schnewly and Dolz (2011), Veiga and Resende (2006), Weber (2003), Lankshear and Knobel (2008), Therrien and Therrien (2004), Romanowsky and Ens (2006), Flick (2009), Severino (2007), Lüdke and André (1986), Bogdan and Biklen (1994), among others; we conduct a survey next to the official Banks that disclose the scientific production of higher education institutions; and we analyzed qualitatively thirty five Political Pedagogical Projects of elementary schools of the Municipal Education System of Parnamirim/RN, in the intial years [nos (dated from 2001 to 2017/2018), which correspond to 76% of the amount of elementary schools in this system. Subsequently, we performed the data triangulation of the Curricular Proposal of Parnamirim/RN – “Curriculums and social quality in Basic education: creating collectively” (2008) –, and of national, official, and guiding documents, programs, and marks. The data collected show that, for the PPP: i. textual production is the central process of learning and assessment in different areas of knowledge; ii: there is some commitment to situate school policies for textual production inside the theoretical and methodological frameworks of the current scientific production, as well as the national public policies; iii: the school policies for textual production are, in general, directed to writing texts as a register of learning and content, being on duty of a more disciplinary approach, to the detriment of the student formation as a genre producer. Thus, we estimate that this research may contribute for the school policies, in order to allow for advances in all the procedures that the PPP demand (elaboration, theoretical perspectives, national policies approach, implementation, among others), and, particularly, for the textual production approach in the process of teaching and assessment, as one of the articulating axes of the curriculum, as interdisciplinary teaching experience, and as effective social perception to mediate language and the world.