O ensino de gêneros textuais: uma análise do manual do aluno de língua portuguesa utilizado no 11º ano em uma escola privada da Guiné-Bissau

Abstract

Guiné-Bissau i un país ku manga di lingus i manga di kultura, formadu pa djintis di diferentis etnias, kada un ku si língua. Apezár di purtuguis sta suma lingu ofisiál, i ta uzadu más na kontéxtus formal i na sistéma di edukason, maioria di studantis ta skribi i lei nes lingu suma sugundu ô tirsera lingu, i es fazi ta kaba pa inpakta diretu na procesu di insinamentu i aprendizajen. Na es situason li, i importante pa investiga manéra ku materials di insinamentu spesiálmenti livru di Lingu Portuguisa di 11º anu ki ta uzadu na skola Liceu Politécnico SOS di Guine-Bissau, kuma ki ta trata disenvolvimentu di kompeténsias komunikativus, komprénson i produson skrita di djenerus textuál. Dentru des kontestu, insinamentu di lingu purtuguis ta infrenta difikuldadis garandis, prinsipalmenti na disenvolvimentu di kompeténsias komunikativus, komprénson i produson skrita di djenerus textuál. Objetivu di es trabadju li é pa kumprendi manéra ku djenerus textuál sta tratadu na livru di Lingu Purtuguis di 11º anu di skola privadu Liceu Politécnico SOS. Piskisa i di naturaza kuálitativa, baze na análisi di dokumentus, i ta apoiadu na kontribuison teóricu di Marcuschi (2008), Dolz, Noverraz i Schneuwly (2004), Leffa (2007), Lucas (2016), entri utus, ki ta diskuti insinamentu pa méiu di djenerus textuál, uzadu di sequência didátika, insinamentu di lingu purtuguis na kontéxtu multilingui i importância di materials ku ta adapta ku realidadi di studantis. Análisi ta mostra kuma livru di studanti tene alguns avansu sim, pabia i inklui propostas didátikus pa disenvolvi kompeténsias na lingu purtuguesa, suma kumprénson di diferentis tipus di textus, di manga di dominiu, ku apropriason di técnika di komprenson i ekspreson oral i skrita, a interason oral sobre témas konsidu i apresentason di argumentus, opinións i informason di forma klaru i koerenti. Mas, i tene limitason na variedadi di djenerus ku livru trata, falta di esplikason teóricu más konsistenti i na progreson metodólógiku di atividadis. Ainda, i notadu nesesidadi di disenvolvi mas profundu struktura i funson di djenerus ku na tarbadjadu. Na fin, i konklui di kuma, livru analizadu reprisenta un esforsu importanti pa renovason di insinamentu di língua purtuguesa na Guiné-Bissau, mesmu assim, i pirsis inda ajustis pa i pudi rispundi mas diretamenti na nesesidadis linguístikus i formativus di studantis.

Guinea-Bissau is a multilingual and multicultural country, composed of different ethnic groups, each with its own language. Although Portuguese is the official language, widely used in formal contexts and within the educational system, a large number of students are literate in Portuguese as a second or third language, which directly affects the teaching–learning process. In this context, it becomes relevant to investigate how teaching materials especially the Portuguese Language textbook for the 11th grade used at Liceu Politécnico SOS address the development of communicative skills, reading comprehension, and written production of textual genres. In this regard, the teaching of Portuguese faces challenges, particularly concerning the development of communicative competences, comprehension, and written production of genres. This study aims to understand how textual genres are approached in the Portuguese Language student’s textbook used in the 11th grade at the private school Liceu Politécnico SOS. The research is qualitative in nature, based on documentary analysis, and grounded in the theoretical contributions of Marcuschi (2008), Dolz, Noverraz and Schneuwly (2004), Leffa (2007), Lucas (2016), among others, whose studies discuss teaching through textual genres, the use of didactic sequences, Portuguese language teaching in multilingual contexts, and the importance of contextualized materials. The analysis revealed that the student’s textbook presents advances by incorporating didactic proposals aimed at developing linguistic competences in Portuguese, such as the comprehension of different textual productions in varied domains, the appropriation of techniques of oral and written comprehension and expression, oral interaction on familiar topics, and the presentation of arguments, opinions, and information in a clear and coherent way. However, limitations were identified regarding the variety of genres addressed, the absence of more consistent theoretical explanations, and the methodological progression of the activities. It was also observed that further exploration of the structure and function of the genres studied is still needed. It is concluded that, although the analyzed textbook represents a relevant effort for the renewal of Portuguese language teaching in Guinea-Bissau, it still requires adjustments to meet students' linguistic and formative needs more effectively.