Gêneros textuais e sequência didática: ferramentas para o desenvolvimento das práticas sociais de leitura e de escrita numa perspectiva sociodiscursiva
Portuguese language teaching is still problematic, mainly, with regard to developing student skills in reading and writing proficiently, as the official documents PCN and BNCC intend. In view of this, we argue that textual genres, when mediated by significant pedagogical practices, can act in the de...
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| Principais autores: | , , , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/gelne/article/view/20294 |
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| Resumo: | Portuguese language teaching is still problematic, mainly, with regard to developing student skills in reading and writing proficiently, as the official documents PCN and BNCC intend. In view of this, we argue that textual genres, when mediated by significant pedagogical practices, can act in the development of language skills, as well as can arouse the student's interest in learning and developing reading and writing skills, showing that these educational objects are not only inside the classroom, but are configured as instruments for the exercise of citizenship in the real world and in social life. Therefore, this work aims to discuss and present textual genres and the didactic sequence as tools for the development of reading and writing as social practices and discursive language for the socio-political exercise of citizenship. And to illustrate how this is possible, we propose a didactic-pedagogical application, that is, a practical use with the news textual genre, exploring the process of retextualizing a poem in a news story. This perspective of language teaching approach follows the theoretical-methodological orientation of Sociodiscursive Interactionism (ISD), from authors such as Bronckart (1999), Schneuwly and Dolz (2004). |
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