A produção textual escrita no ensino presencial com mediação tecnológica do Centro de Mídias de Educação do Amazonas

Abstract

The aim of this paper is to understand how the teaching-learning process takes place in the practice of written textual production of the Elementary School in the context of Education Media Center of Amazonas beyond the discourses of teaching-learning Portuguese language of this institution, thus, promote reflection and criticism that can collaborate for the improvement of textual production classes which promote the development of discursive competence and collaborate for the formation of autonomous, critical and capable of interacting citizens in the environment you live. The research is in the field of Applied Linguistics. It is a qualitative interpretative methodological approach based on Bakhtin's theoretical conceptions (2011, 2014). As a result, it was found that part of the written textual production practices is consistent with the teaching-learning process that follows the perspective proposed by the National Curriculum Parameters(1998b), while others are not. There was also a conflict between the discourse of tradition and the discourse of the new reverberated in the Lesson Plans and the fact that part of the teachers still do not understand the proposal of the PCN (1998b) and the theory of the discursive genre, preferring the approach theory of the textual genre.