FOR A DISCURSIVE-CRITICAL REFLECTION ON WRITING PRACTICES IN TEXTBOOKS

Abstract

This article develops a discursive-critical examination of mother-tongue writing practices as presented in Portuguese language textbooks. It investigates the production conditions underlying these practices, aiming to understand not only the prescriptions of curricular documents but also the ways in which they are shaped by broader discursive formations and, in turn, how they inform the production and circulation of textbooks. The analysis draws on two writing tasks taken from textbooks intended for the 7th grade of elementary education: (i) Português: Linguagens (2003), by William Roberto Cereja and Thereza Cochar Magalhães, produced under the guidelines of the Parâmetros Curriculares Nacionais (PCNs); and (ii) Português: Linguagens (2022), by William Roberto Cereja and Carolina Dias Vianna, aligned with the Base Nacional Comum Curricular (BNCC). The study is anchored in a theoretical-methodological framework that integrates perspectives from the New Literacy Studies, Critical Applied Linguistics, and Discourse Analysis.