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Articulação do conteúdo temático entre o guia prático para o professor e o manual escolar: Contributos para a revisão do guia prático para o professor
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Este trabalho de projeto, inserido no plano de estudo do Mestrado em Ciências da Linguagem, área de especialização em Consultoria e Revisão Linguística, está concebido para uma abordagem sobre a articulação do conteúdo temático entre o guia prático para o professor e o manual escolar da 6.ª classe do ensino primário — implementados na 2.ª Reforma Educativa (RE) que decorre na República de Angola desde 2002 — e posterior contributo, a partir da revisão a ser feita, para a melhoria do mesmo. O ponto fulcral é desenvolver um estudo sobre os conteúdos tematizados no guia e detetar os problemas linguístico-textuais desarticulados nele e em relação aos existentes no manual escolar, com fundamento nos pressupostos teóricos sobre os géneros textuais de Bakhtin (1980), Marcuschi (2008), entre outros autores; do Interacionismo Sociodiscursivo (ISD) de Bronckart (1997/1999) — mais concretamente a arquitetura interna dos textos; das macroestruturas textuais de van Dijk (1980) e Coutinho (2014); e os processos de coesão e de coerência textual. Pela experiência enquanto professor de História, suscitou-nos o interesse para o desenvolvimento deste tema pelo facto de Angola estar a viver um momento de reformulação dos conteúdos para o Novo Sistema Educativo (NSE), passando pela análise, avaliação e levantamento de várias questões sobre estes conteúdos tematizados nos manuais e outros meios de ensino, elaborados e constituídos para a 2.ª Reforma Educativa, em vários domínios e âmbitos do saber, de entre esses a Linguística. Partindo da perspetiva dos pressupostos acima referidos, podemos considerar o género textual guia como instrumento ligado às questões sociais, ou seja, práticas sociais refletidas a partir do agir da linguagem cuja ação ou atividade discursiva é instrucional e educativa/formativa. Portanto, esta investigação permite perceber, por um lado, a conceção do guia enquanto género textual, a perceção da estrutura organizacional do conteúdo temático e a questão da modalidade de articulação do conteúdo textual entre o guia e o manual; por outro lado, os elementos linguísticos selecionados, no momento da produção textual, que formam um texto como um todo, obedecendo às regras dos mecanismos de textualização na sua generalidade para a sua compreensão.
This project work, inserted in the study’s plan of the Language Sciences Master, specialization area of Revision Linguistic and Consultancy, is designed for an approach on the articulation of the thematic content between the practical guide for the teacher and the textbook of the 6th grade primary teaching — implemented in the 2nd Educational Reform (RE) in the Republic of Angola since 2002 — and subsequent contribution, based on the revision to be made, to improve it. The central point is to develop a study about the contents of the guide and to detect the linguistic-textual problems that are disjointed in it and in relation to those in the textbook, based on the theoretical presuppositions on the textual genres of Bakhtin (1980), Marcuschi (2008), among other authors; of Bronckart's (1997/1999) Sociodiscursive Interactionism — specifically the internal architecture of the texts; Van Dijk’s textual macroestructures (1980) and Coutinho (2014); and the processes of cohesion and textual coherence. Through our experience as History teacher, we’ve been interested in the development of this theme because Angola is living a reformulation moment of the contents for the New Educational System (NSE), passing through the analysis, evaluation and survey of several questions about these contents in the manuals and other means of teaching, elaborated and constituted for the 2nd Educational Reform, in many different ways and fields of knowledge, among them Linguistics. Starting from the perspective of the aforementioned assumptions, we should consider the textual genres guide as an instrument connected to social questions like social practices reflected from the action of language whose action or discursive activity is instructional and educational/formative. Therefore, this investigation allows to perceive, on one hand, the conception of the guide as a textual genre, the perception of the organizational structure of the thematic content and the question of the modality of articulation of the textual content between the guide and the manual; on the other hand, the linguistic elements selected, at the moment of textual production, which form a text as a whole, obeying to textuality rules mechanisms in their generality for their comprehension.
This project work, inserted in the study’s plan of the Language Sciences Master, specialization area of Revision Linguistic and Consultancy, is designed for an approach on the articulation of the thematic content between the practical guide for the teacher and the textbook of the 6th grade primary teaching — implemented in the 2nd Educational Reform (RE) in the Republic of Angola since 2002 — and subsequent contribution, based on the revision to be made, to improve it. The central point is to develop a study about the contents of the guide and to detect the linguistic-textual problems that are disjointed in it and in relation to those in the textbook, based on the theoretical presuppositions on the textual genres of Bakhtin (1980), Marcuschi (2008), among other authors; of Bronckart's (1997/1999) Sociodiscursive Interactionism — specifically the internal architecture of the texts; Van Dijk’s textual macroestructures (1980) and Coutinho (2014); and the processes of cohesion and textual coherence. Through our experience as History teacher, we’ve been interested in the development of this theme because Angola is living a reformulation moment of the contents for the New Educational System (NSE), passing through the analysis, evaluation and survey of several questions about these contents in the manuals and other means of teaching, elaborated and constituted for the 2nd Educational Reform, in many different ways and fields of knowledge, among them Linguistics. Starting from the perspective of the aforementioned assumptions, we should consider the textual genres guide as an instrument connected to social questions like social practices reflected from the action of language whose action or discursive activity is instructional and educational/formative. Therefore, this investigation allows to perceive, on one hand, the conception of the guide as a textual genre, the perception of the organizational structure of the thematic content and the question of the modality of articulation of the textual content between the guide and the manual; on the other hand, the linguistic elements selected, at the moment of textual production, which form a text as a whole, obeying to textuality rules mechanisms in their generality for their comprehension.
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Palavras-chave
Manual escolar Género textual Guia Articulação Conteúdo temático Revisão linguística Guide Textual genre Articulation Thematic content Linguistic revision