Estudo das propostas de produção textual escrita dos livros didáticos de língua portuguesa do ensino médio do PNLDEM de 2006 a 2025

Abstract

This thesis investigates the teaching of writing production in high school, focusing on how this practice is addressed in Portuguese language textbooks distributed by the National Textbook Program for High School (PNLDEM) between 2006 and 2025. The study is based on official guidelines for Brazilian education, as outlined in the PCN (Brazil, 1997; 1998; 2000), the OCN (Brazil, 2006), and the BNCC (Brazil, 2018). The theoretical framework includes authors such as Hayes and Flower (1980), Kato (1988), Calkins (1989), Serafini (1995), Vieira (2005), Oliveira (2010), among others, who conceive writing as a process. The research, of an explanatory-qualitative, documentary, and bibliographic nature, analyzes six writing production proposals drawn from collections and/or volumes of the PNLDEM distributed during the

mentioned period. The analysis considers two dimensions: the first, related to the socio- historical context, focusing on the official documents that guide Brazilian education; and the

second, focused on teaching, addressing the underlying pedagogical conceptions in the proposals, the themes, motivations for production, and the structure of the tasks. It was observed that discrepancies between the guidelines in the official documents and the proposals in the textbooks decrease over time, suggesting that the incorporation of new theories and methods in the teaching materials occurs gradually.