| dc.description.abstract | The present work sought to investigate the treatment given to the reading of digital
discursive / textual genres in Portuguese Language Didactic Books (LDLP), approved by
the National Program of Didactic Book (PNLD) 2014, in the final years of Elementary
School. The impact of new technologies, in language, has led to transformations in
reading and writing understood in their traditional form. The presence of multiplicity of
languages, modes or semioses in the texts in circulation is constant, mainly in the digital
audiovisual media. Faced with this, the students demand from their teachers an active
participation in these technological means. As a theoretical reference, we are based on
the dialogical theory of discourse, from the studies of Bakhtin (2010); In textual
linguistics we rely on Marcuschi (1999, 2005); Koch (2011); Xavier (2005); In the
questions about digital technology and hypertext we are based on Lemos and Lévy
(2010); Marcuschi (2005); Zacharias (2016); Gomes (2013); On literacy in Soares (1998,
2002); Red (2013); Coscarelli (2016); Caiado (2011); And, on multimodality, we use the
discussions of Santaella (2014); Among other authors cited throughout the research. It
should be noted that the edition of PNLD 2014 has started a new trajectory, towards the
progressive incorporation of digital educational content. However, it is necessary to
observe how these proposals are presented in the Portuguese Language Textbooks
approved by PNLD 2014. We established categories of analysis (BARDIN, 1979) in six
LDLP collections for quantitative analysis, totaling 24 books. In the qualitative analysis
we analyzed 02 collections, totaling 08 LDLP. A new way of making a society happens
probably with the development of online communities and social networks. The research
results showed that it is necessary for teachers to appropriate these new digital
technologies, which, if well used, can become an effective way to deal with the practices
of a social and dialogic language. | eng |
