The rewriting of texts portuguese didactic books - doi: 10.4025/actascilangcult.v35i2.17104

Abstract

Parting from the epistemological frame of Bronckart's (2003) sociodiscursive interactionism, on the theorethical-methodological supports for the teaching of mother tongue of Schneuwly and Dolz (2004) and the dialogical rewriting' conceptions (GONÇALVES; BAZARIM, 2009), we investigate how two collections of didactic books recommended by Ministry of Education and Culture-MEC- approach textual gender's rewriting in Primary Education cycle II. For its fulfillment, we will uphold on Bronckart's (2003) textual leafy, which contemplates textual infrastructure, discursive and linguistic-discursive components of action. The Português – uma proposta para o letramento collection - focus discursive capacities in detriment of actions and linguistic-discursive capabilities, besides the writing/rewriting's proposals don't belong to the same textual genre inside a thematic unity. The Linguagens no Século XXI’s collection, in contrast, focus the three analyzed language’s capabilities, and, especially, favors the writing/rewriting inside the same textual genre inside the unity of the Didactic Book.