Portuguese textbooks for Elementary Schools: building relationships between teachers and discoursive genres
DOI:
https://doi.org/10.5007/%25xAbstract
The purpose of this study is to investigate how – and on what theoretical-practical knowledge base – student teachers in a Specialization Course analyze Elementary School textbooks in terms of their utilization of discoursive genres as instruments of teaching-learning of the Portuguese Language. The data collection was conducted as the final class project in July 2004. It included the analysis of the textbooks. The study found that the student teachers use in their analyses some aspects of the nature and constitution of genres. The focus remained on the theme of the texts and their formal properties.
Downloads
Published
How to Cite
Issue
Section
License
This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
The Perspectiva allow the author(s) yo hold the copyright without restrictions as well as publishing rights. If the paper will be republished later in another format, the author(s) should inform that it has originally been published as article in Perspectiva Journal and quote the complete references.
