O letramento como prática social na produção textual dos livros didáticos do Ensino Fundamental II: uma análise à luz da BNCC

Abstract

This study aims to analyze to what extent the text production proposals present in Portuguese Language textbooks for the final years of Elementary Education, specifically the 6th and 9th grades, are aligned with the perspective of literacy as a social practice, according to the guidelines of the National Common Curricular Base (BNCC, 2018). The study is grounded in the works of renowned authors who discuss this topic, such as Bakhtin (1995), Kleiman (2005), Soares (2004), and Rojo (2012), who understand language as interaction and literacy as a situated social practice. Methodologically, this is a qualitative, bibliographic, and documentary research study that analyzes text production activities from the Português: Conexão e Uso textbook collection, approved by the National Textbook Program (PNLD 2020–2023). The results show that the materials present significant advances, such as the diversity of discursive genres, the appreciation of authorship, and the attempt to engage students in social language practices. However, they also reveal limitations, including the persistence of decontextualized activities, circulation restricted to the school environment, and the still incipient exploration of practices related to multiliteracies. It is concluded that the discussions developed throughout the research allow us to think of the textbook beyond its instrumental character, understanding it as a resource that gains meaning through the relationships built in the classroom and the possibilities of pedagogical mediation. In this process, text production is understood as a social practice shaped by different contexts, experiences, and forms of participation, highlighting the relevance of proposals that foster authorship, critical thinking, and students’ participation in different spheres of social life.