Analise a dimensão social de linguagem do abstract abaixo:
In view of the relevant role that textbooks have in the school context, this thesis, whichis a qualitative research, aims to investigate the practices of literary literacy in language and literature teaching materials aimed at the public of the New Education for Young and Adults (Nova Eja or Neja), a program divided into four modules, proposed by the Secretary of Education of the State of Rio de Janeiro. The question is then: what conceptions of literacy and readers are (de)legitimized in the literature activities of Nova Eja? For this research, some theoretical contributions were outlined for the analysis of Nova Eja didactic materials, among which I highlight the Bakhtin Circle (concept of ideology, dialogism and discursive genres), Paulo Freire's proposal (the proposal of an liberating education), that of Street (autonomous model of literacy versus ideological model of literacy), that of Cosson (expanded sequence of literary literacy) and that of Tilio (simple mental operations versus complex mental operations). Other voices were also summoned, such as Amorim et alii. In the light of the analytical tools proposed by Tilio, student's books and Nova Eja's teacher's books were analyzed regarding literary reading activities. Of these, 14 practices were selected (10 from the student's book and 4 from the teacher's book). The results indicate the legitimacy of a student profile that is not capable of breaking paradigms of the status quo, since activities of simple mental operations predominate, under the autonomous literacy model, in which there is a centrality in the literary text without concern for the interlocutor's prior knowledge (in this case, that of the student). The possible cause that led to this result was the fact that the teaching materials dialogue with the institutional voice of the State Department of Education, materialized in the Bimonthly Evaluation System of the State of Rio de Janeiro, or 'Saerjinho'. With this, the notes made in the analysis sought to present some directions for a relevant literary education that causes destabilization and (un)learning in favor of breaking imposed paradigms in the school context.
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