Discourses constituting the textbook

mediating instrument in the teaching-learning of Brazilian basic education

Abstract

In this work, we address some of the discourses that constitute the Portuguese language textbook (LD) in the discursive context in which it is given meaning. For this, we understand that textbook, in addition to its linguistic-multisemiotic aspect as a means of structuring content intended for teaching-learning, is a historical and ideological object of teaching, precisely because it consists of a historicized materiality founded on discursivities that create a object of social value constitutive of the ideological perspectives attributed to it. Starting from a discursive approach, with a Pêcheuxtian and Orlandian orientation, we outline discussions about this pedagogical object, trying to highlight the effects of meaning on the (in)utility of this material for teaching the Portuguese language, notably with regard to questions surrounding its own process of elaboration, selection and distribution, in addition to carrying out an approach to official discourses regarding these aspects, materialized in the National Book and Teaching Material Program (PNLD). Finally, we found that the epistemological context has, little by little, been causing, in recent years, fundamental changes for the improvement and innovation of textbooks, which results in saying that the discursively pointed out impertinences do not supplant the function that this material has in teaching- learning.