Historiografia brasileira sobre o ensino de língua inglesa: leis e normas que alteram as orientações pedagógicas e o uso de gêneros textuais/discursivos em livros didáticos por meio da BNCC (2018)

Abstract

This research aims to investigate and reflect on the use of textual/discursive genres in textbooks in light of changes in the laws and regulations that guide the teaching of English in textbooks. The emphasis on the use of textual/discursive genres in pedagogical practices with textbooks occurs as we come across the importance of reflecting on the influence of textual linguistics on the history of English Language teaching in Brazilian elementary education. The time frame, starting in 1988 with the current Federal Constitution until Law 13,415/2017 and the guidelines of the Base Nacional Comum Curricular (BNCC, 2018), is reflected in the updates of textbooks used before the Plano Nacional do Livro Didático (PNLD) and after the existence of these materials also intended for English language. To theoretically support the study, we will mainly use the assumptions of Pierre Swiggers (1990, 2010, 2020) and Konrad Koerner (2014, 2018, 2020), which are essential for understanding the foundations of Linguistic Historiography (LH), its methods, implications, and importance in the process of producing meanings. In the field of study on textual genres, the understanding of Mikhail Bakhtin (1992) and Luiz Antônio Marchusci (2002), in addition to other authors also recognized in this area of research, will be brought to the reflection. For this study, the corpus is defined as the laws and norms observed in the (pedagogical) guidelines intended for users of English Language textbooks, a public education modality, in the PNLD period of 2015-2020, school year 1st grade of High School. Data treatment and analysis will be carried out in light of the theoretical bases referenced. The selected regulations are intended to translate the changes that occurred up until the BNCC (2018). The aforementioned bibliography leads to a qualitative, interpretative-comparative approach with an exploratory profile.