Theoretical perspectives on writing in text production tasks
An analysis of the Se liga nas linguagens textbook
DOI:
https://doi.org/10.14393/DLv20a2026-30Keywords:
Linguistic theoretical perspectives, Textbook, High School Education, Teaching of Writing, Portuguese LanguageAbstract
The Brazilian National Common Curriculum Base (BNCC) considers that basic education students should learn to use written language as a form of interaction in different areas of life in society, encouraging protagonism and autonomous participation in literate culture. Without the support of ongoing teacher training, the textbook takes on the role of a compass for classroom practice. To meet this demand, guidelines for Portuguese language textbooks recommended to teachers and students contribute, which is why it is necessary to question what theoretical perspectives underpin the teaching of writing in these teaching materials. Therefore, this article examines the theoretical perspectives underlying the written text production tasks included in the Brazilian high school, it is even being used by schools in the municipality of Caraúbas, Rio Grande do Norte. textbook collection Se liga nas linguagens. The study draws on four theoretical traditions of writing—cognitive, linguistic-textual, socio-semiotic, and sociocultural—which guide the categorization of the activities. A mixed-methods approach is adopted: qualitatively, content analysis is employed to identify and describe the criteria associated with each theoretical perspective; quantitatively, Chi-square tests and Multiple Correspondence Analysis (MCA) are used to investigate patterns of occurrence and co-occurrence among the criteria. The results show that the tasks do not mobilize criteria randomly but rather follow systematic and statistically significant configurations. Linguistic-textual and cognitive perspectives are predominant, while socio-semiotic and sociocultural dimensions, though less frequent, form coherent conceptual clusters. The discussion highlights how these theoretical regularities structure the textbook’s approach to writing instruction and suggests implications for pedagogical practices and for the evaluation of didactic materials. Furthermore, this composition points to the fact that the knowledge that linguistics has built up over time is accumulating, not being replaced with each new development.
Downloads
References
ANTUNES, I. Práticas pedagógicas para o desenvolvimento das competências em escrita. In: COELHO, F. A.; PALOMANES, R. (comp.). Ensino de produção textual. São Paulo: Contexto, 2016. p. 9-21.
BARDIN, L. Análise de conteúdo. Lisboa: Edições 70, 1977.
BEARD, R. et al. The SAGE handbook of writing development. Londres: Sage , 2009. DOI https://doi.org/10.4135/9780857021069
BRASIL. Base Nacional Comum Curricular. 2018. Disponível em: http://basenacionalcomum.mec.gov.br/. Acesso em: 25 mai. 2024.
DESAGULIER, G. Corpus linguistics and statistics with R: Introduction to quantitative methods in Linguistics. Cham: Springer International Publishing, 2017. DOI https://doi.org/10.1007/978-3-319-64572-8
FAIRCLOUGH, N. Analysing Discourse: Textual Analysis for Social Research. Londres/Nova York: Routledge, 2024.
FLOWER, L.; HAYES, J. R. Uma teoria do processo cognitivo da escrita. Revera, São Paulo, v. 1, n. 1, p. 39-70. 2016. Tradução: Claudia Ribeiro Mesquita.
FLOWER, L.; HAYES, J. R. A cognitive process theory of writing. Writing Instructor, [s. l.], 1981, p. 365–387. DOI https://doi.org/10.58680/ccc198115885
HAYES, J. R. From idea to text. In: BEARD, R. et al. (org.). The SAGE Handbook of Writing Development. Londres: Sage, 2009. p. 65–79. DOI https://doi.org/10.4135/9780857021069.n5
HAYES, J. R.; FLOWER, L. S. Identifying the organization of writing processes. In: GREGG, L. W.; STEINBERG, E. R. (org.). Cognitive processes in writing. Nova Jersey: Routledge, 1980. p. 3–30.
HUDSON, R. Measuring Maturity. In: BEARD, R. et al. (ed.). The SAGE Handbook of Writing Development. London: Sage, 2009. p. 349-362. DOI https://doi.org/10.4135/9780857021069.n24
JANKS, H. Writing: A Critical Literacy Perspective. In: BEARD, Roger et al. (ed.). The SAGE Handbook of Writing Development. London: Sage, 2009. p. 126-136. DOI https://doi.org/10.4135/9780857021069.n9
KRESS, G.; BEZEMER, J. Writing in a Multimodal World of Representation. In: BEARD, R. et al. (ed.). The SAGE Handbook of Writing Development. London: Sage, 2009. p. 167-181. DOI https://doi.org/10.4135/9780857021069.n12
MARTIN, J.; ROSE, D. Genre relations: Mapping culture. 2008: Equinox, 2008.
MYHILL, D. Grammar as a meaning-making resource for improving writing. L1-Educational Studies In Language And Literature, n. 18, p. 1-21. 2018. DOI https://doi.org/10.17239/L1ESLL-2018.18.04.04
NASCIMENTO, M. A. A. S. DO. O ensino da escrita nas aulas de língua portuguesa: uma análise de percepção de professores. 2024. 130 f. Dissertação (mestrado em Ensino) – Universidade Federal Rural do Semi-Árido, em associação com a Universidade do Estado do Rio Grande do Norte (UERN) e com o Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) Mossoró, 2024.
ORMUNDO, W. et al. Se liga nas linguagens: experimenta atuar: área do conhecimento: linguagens e suas tecnologias. São Paulo: Moderna, 2020.
ORMUNDO, W. et al. Se liga nas linguagens: experimenta compartilhar: área do conhecimento: linguagens e suas tecnologias. São Paulo: Moderna, 2020.
ORMUNDO, W. et al. Se liga nas linguagens: experimenta dialogar: área do conhecimento: linguagens e suas tecnologias. São Paulo: Moderna, 2020.
ORMUNDO, W. et al. Se liga nas linguagens: experimenta enxergar: área do conhecimento: linguagens e suas tecnologias. São Paulo: Moderna, 2020.
ORMUNDO, W. et al. Se liga nas linguagens: experimenta pertencer: área do conhecimento: linguagens e suas tecnologias. São Paulo: Moderna, 2020.
ORMUNDO, W. et al. Se liga nas linguagens: experimenta se situar: área do conhecimento: linguagens e suas tecnologias. São Paulo: Moderna, 2020.
ORMUNDO, W.; SINISCALCHI, C. Se liga nas linguagens: português. São Paulo: Moderna, 2020.
OTA, I. A. da S. O livro didático de língua portuguesa no Brasil. Educar, Curitiba, v. 35, n. 1, p. 211-221, mar. 2009. DOI https://doi.org/10.1590/S0104-40602009000300016
POSIT. RStudio. Boston, MA: Posit Software, PBC, 2025. Disponível em: http://www.posit.co/.
RIBEIRO, A. E. Multimodalidade e produção de textos: questões para o letramento na atualidade. Signo, Santa Cruz do Sul, v. 64, n. 28, p. 21-34, jun. 2013. DOI https://doi.org/10.17058/signo.v38i64.3714
ROSE, D. Writing as Linguistic Mastery: The Development of Genre-Based Literacy Pedagogy. In: BEARD, R. et al. (org.). The SAGE Handbook of Writing Development. Londres: SAGE, 2009. p. 151–166. DOI https://doi.org/10.4135/9780857021069.n11
STREET, B. Multiple literacies and multi-literacies. In: BEARD, R. et al. (org.). SAGE The SAGE Handbook of Writing Development. Londres: SAGE, 2009. p. 137–150. DOI https://doi.org/10.4135/9780857021069.n10
STREET, B. V. New literacies, new times: Developments in literacy studies. In: STREET, B. V.; MAY, S. (org.). Literacies and language education. Auckland: Springer, 2017. p. 3–15. DOI https://doi.org/10.1007/978-3-319-02252-9_1
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Mário Gleisse das Chagas Martins, Maria Alice Almeida Sales do Nascimento
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish in this journal agree to the following terms:
Authors retain the copyright and waiver the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), allowing the sharing of work with authorship recognition and preventing its commercial use.
Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
How to Cite
