<b>Textual production in secondary school’s textbook: identification of its theoretical approach
Abstract
Current article identifies from a social interactionist perspective of teaching, the theoretical approach which foregrounds textual production in the Portuguese Language textbook, Portuguese language, v. 3 (CEREJA; MAGALHÃES, 2010), used in the Brazilian high school. Results showed that this particular textbook adopts the theoretical perspective of ‘textual genres’ for school work with textual production. Further, they also revealed that, more important than the fact that the textbook explains which theory lies at the basis of the activities of text production, the teacher should also have the theoretical and methodological stance on this point. In fact, such knowledge triggers a more conscious, comprehensive and effective performance of teaching work on text production, capable of training and forming proficient text producers in the teaching context.
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