A análise da autonomia presente em livros didáticos utilizados na aprendizagem de ideogramas: basic kanji book i e minna no nihongo shokyû i kanji renshûchô

Abstract

Considering the importance of instructional materials for teaching and learning a foreign language, as well as the need for autonomy in the study of ideograms, this work presents a critical reflection on these elements through the evaluation of two Japanese writing textbooks: Basic Kanji Book I and Minna no Nihongo Shokyû I Kanji Renshûchô. Thus, this research aims to discuss the role of the textbook as a resource in ideogram learning, promoting and/or supporting the autonomy of Japanese language learners. For that, theoretical foundations were sought, including the authors Hutchinson and Waters (1987) on the planning and structuring of instructional materials, defined as syllabus, the definition and function of instructional materials by Tomlison (2011), and the concepts of autonomy described by the authors Dickinson (1987), Leffa (2016), and Freire (2021). For data collection and evaluation, a qualitative approach and a comparative method were employed. The results showed that the composition and configuration of the books facilitate autonomous learning, as they present characteristics that favor this mode of learning.