Textbok and Textual Genres: The Organization Between Presence and Diversity in the Proposal of Teaching Manuals
This article analyzes the presence and diversity of text genres presented by the collection of textbooks EJA Moderna (2013) for the Education of Youngsters, Adult and Elderly. Thus, we take as analysis three volumes of this work and investigate it from the documentary analysis of the qualitati...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Estadual de Londrina
2021-08-01
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| Series: | Signum: Estudos da Linguagem |
| Subjects: | |
| Online Access: | https://www.uel.br/revistas/uel/index.php/signum/editor/proofGalley/42785/30713 |
| _version_ | 1817986752056393728 |
|---|---|
| author | Débora Amorim Costa-Maciel Jonathas de Paula de Paula Chaguri |
| author_facet | Débora Amorim Costa-Maciel Jonathas de Paula de Paula Chaguri |
| author_sort | Débora Amorim Costa-Maciel |
| collection | DOAJ |
| description | This article analyzes the presence and diversity of text genres presented by the collection of
textbooks EJA Moderna (2013) for the Education of Youngsters, Adult and Elderly. Thus, we
take as analysis three volumes of this work and investigate it from the documentary analysis of
the qualitative approach. The results signal to a set of possibilities and limits in the face of the
proposed genres. It should be highlighted the secondary place with which the genres of the
realm of arguing are treated and the little attention to the textual progression that could ensure
a work with the same genre/order in the scope of this modality. This scenario highlights the
need for the teacher to intervene in the didactic proposals of the collection in order to ensure
right of students to expand the linguistic-discursive capacity. Therefore, this analysis allowed
us to affirm that this passivity in the proposal of textual progression is guided by a dominant
conception of education because it excludes the order of arguing, related to the development of
the student’s critical capacity. Thus, textual diversity is directed without a proposal of adequate
textual progression. |
| first_indexed | 2024-04-14T00:13:28Z |
| format | Article |
| id | doaj.art-9866f5ce3a4d46b49c5d90800e83185d |
| institution | Directory Open Access Journal |
| issn | 1516-3083 2237-4876 |
| language | English |
| last_indexed | 2024-04-14T00:13:28Z |
| publishDate | 2021-08-01 |
| publisher | Universidade Estadual de Londrina |
| record_format | Article |
| series | Signum: Estudos da Linguagem |
| spelling | doaj.art-9866f5ce3a4d46b49c5d90800e83185d2022-12-22T02:23:15ZengUniversidade Estadual de LondrinaSignum: Estudos da Linguagem1516-30832237-48762021-08-012424358DOI:10.5433/2237-4876.2021v24n2p43Textbok and Textual Genres: The Organization Between Presence and Diversity in the Proposal of Teaching ManualsDébora Amorim Costa-Maciel0Jonathas de Paula de Paula Chaguri1UFPEUEMThis article analyzes the presence and diversity of text genres presented by the collection of textbooks EJA Moderna (2013) for the Education of Youngsters, Adult and Elderly. Thus, we take as analysis three volumes of this work and investigate it from the documentary analysis of the qualitative approach. The results signal to a set of possibilities and limits in the face of the proposed genres. It should be highlighted the secondary place with which the genres of the realm of arguing are treated and the little attention to the textual progression that could ensure a work with the same genre/order in the scope of this modality. This scenario highlights the need for the teacher to intervene in the didactic proposals of the collection in order to ensure right of students to expand the linguistic-discursive capacity. Therefore, this analysis allowed us to affirm that this passivity in the proposal of textual progression is guided by a dominant conception of education because it excludes the order of arguing, related to the development of the student’s critical capacity. Thus, textual diversity is directed without a proposal of adequate textual progression. https://www.uel.br/revistas/uel/index.php/signum/editor/proofGalley/42785/30713textbooktextual genreseyae |
| spellingShingle | Débora Amorim Costa-Maciel Jonathas de Paula de Paula Chaguri Textbok and Textual Genres: The Organization Between Presence and Diversity in the Proposal of Teaching Manuals Signum: Estudos da Linguagem textbook textual genres eyae |
| title | Textbok and Textual Genres: The Organization Between Presence and Diversity in the Proposal of Teaching Manuals |
| title_full | Textbok and Textual Genres: The Organization Between Presence and Diversity in the Proposal of Teaching Manuals |
| title_fullStr | Textbok and Textual Genres: The Organization Between Presence and Diversity in the Proposal of Teaching Manuals |
| title_full_unstemmed | Textbok and Textual Genres: The Organization Between Presence and Diversity in the Proposal of Teaching Manuals |
| title_short | Textbok and Textual Genres: The Organization Between Presence and Diversity in the Proposal of Teaching Manuals |
| title_sort | textbok and textual genres the organization between presence and diversity in the proposal of teaching manuals |
| topic | textbook textual genres eyae |
| url | https://www.uel.br/revistas/uel/index.php/signum/editor/proofGalley/42785/30713 |
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