Representação do ensino da escrita nos manuais escolares do I Ciclo do Ensino Secundário da disciplina de Língua Portuguesa em Angola

Ondingãleho yuhandiki kondalukilo lua longi yo Pondokelo vofeka yosikola yotete eteke lyelongiso lyosikundali mo Angola

Abstract

It is important to reflect on writing teaching practices sponsored by school  textbooks in Angola, as this is configured as a necessary condition for the improvement of the material, the position of the school, and pedagogical practices. Thus, the present research, titled: representation of writing teaching in the Portuguese language subject textbooks of the 1st cycle of secondary education in Angola has the objective of verifying how writing teaching is represented in Portuguese Language textbooks in the 1st Cycle of Secondary Education in the Angolan context. To this end, prior to the research methodology, a theoretical and legal contextualization was made regarding what is expected of the writing competence of a student attending this educational cycle. For its materialization, we opted for content analysis, by Bardin, a qualitative focus methodology, with two categories of analysis, namely: (1) activities linked to the traditional essay model; (2) activities based on genres with guidelines for their operationalization. The results obtained highlight that, despite some activities responding to the second category, most respond to the first, with writing teaching, in the analyzed manuals, marked by artificiality, by writing without recipients beyond the teacher, by theatricalization and decontextualization.