Scenografafies of teaching work in the portuguese language teacher manual

Abstract

This article aims to understand the scenography of teaching work in the teacher manual (MDP) and the didactic ethos by him in evidence in the pedagogical proposals as a condition of success in the day-to-day of the classroom. It offers an iconotextual approach discursively constituted in the visual and textual materiality of the MDP, aligned with the theoretical and methodological perspectives of the French Discourse Analysis, based on the contributions of Dominique Maingueneau (2020; 2015; 2013), specifically in what it concerns the notions of scenography and discursive ethos. The object of study are the MDPs of the 6^th and 9^th grade of elementary school is the Portuguese Languages collection by William Roberto Cereja and Tereza Cochar Magalhães, 5^th reworked  edition, year 2009, approved in the PNLD 2011 edict, which drew attention for the great adhesion in urban schools of the municipality of Cametá-Pará. The research shows that the MDP, as well as the textbook directed to the student, are instruments of pedagogical support that exert a strong influence on the teacher's day-to-day school and, therefore, need to reaffirm constantly their pedagogical character in this context by the adherence to a referential didactic ethos.