Writing, discourse and action in Portuguese language textbooks

• Grant number: 22/13328-3
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate
• Start date: June 01, 2023
• End date: May 31, 2024
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Manoel Luiz Gonçalves Corrêa
• Grantee: Cristian Henrique Imbruniz
• Supervisor: Ribard Dinah
• Host Institution: Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Institution abroad: École des Hautes Études en Sciences Sociales (EHESS), France
• Associated to the scholarship: 20/03933-1 - Representations on writing and its teaching in high school Portuguese language textbooks in the 20th and 21st centuries, BP.DR

Abstract

In this proposal, I present an approach that mobilizes, theoretically and methodologically, two levels of work with writing: as school knowledge and as a graphic and linguistic form. I suppose that these forms organize and constitute textbooks, which, in turn, circulate the representations of that knowledge. On a theoretical level, I propose to articulate a socio-historical approach to discourse in language studies with a historiographical approach with a pragmatic basis, based on the contextualization of actions carried out through and around writing. The general objective of the research is, therefore, to describe, analyze and situate actions carried out through writing in discursive processes. Thus, I intend to discern the conjunction of institutional, marketing and authorial knowledge as historiographical material of potential interventions in today's high school, level of education in constant dispute. The material is composed of 17 Portuguese language textbooks, intended for the 1st and 2nd high school years, published by two major publishers: Companhia Editora Nacional (eight books between 1930 and 1980) and Abril/Somos Educação (nine books between 2004 and 2018). At the methodological level, I assume the lessons/chapters and exercises present in the textbooks as analysis clippings that involve school knowledge and graphic and linguistic forms, since these graphic units play an important role both in the organization of the textbook and in the presumed organization of the school subjects and educational levels. The form of analysis consists in the search for linguistic-enunciative regularities from the description and analysis of writing actions presented in the lessons/chapters and exercises and in the search for historical, social and political facts, performed together with these actions, even if in another series of the event. (AU)