Written production in Spanish textbooks: an analysis of collections approved in PNLD

ABSTRACT

This article presents an analysis of Spanish language textbooks approved by the Programa Nacional do Livro Didático (PNLD) and distributed to public school students in the country participating in the program. More specifically, written production activities are examined in all Spanish collections that were approved in the first four editions which included the Modern Foreign Language curriculum component (English and Spanish), which are: PNLD 2011 and 2014 (final years of Elementary School ) and PNLD 2012 and 2015 (High School). This way, it sought to build a historical series of analysis of the approved collections focusing on a specific competence - writing - that, according to the public announcement of PNLD 2015, should be one of the prioritized items in approved books. Thus, this research contributes to the promotion of knowledge about issues related to textbooks and language education in Spanish in Brazil, as well as to the reflection upon a Program that reaches more than 99% of the country’s public schools. As theoretical support, both the concept of discursive genre according to Bakhtin (2003) and Volóchinov (2017), and the contributions of researchers of the text and the discourse that include the teaching of writing in their reflections. The results show that the collections approved in the last two edicts analyzed presented higher quality proposals of written production, displaying an understanding of the competence which is closer to that of writing as a process involving the mobilization of numerous linguistic, generic and world knowledge.

Keywords:
writing production; PNLD; Spanish language