As contribuições dos gêneros textuais no processo de ensino nas aulas de língua portuguesa no 6º ano do ensino fundamental II

Abstract

In the quest to analyze the contributions that the textual genres can bring to the students of the 6th year of elementary school, through observations of a Portuguese teacher's class, this work can present a brief overview of the practices with textual genres in language teaching Portuguese as a didactic tool. In an interactionist discourse perspective, this research is supported by the theories proposed by Antunes (2003), Dolz and Schneuwly (2004) and Marcuschi (2002, 2007 and 2008) who believe in a teaching-learning proposal organized from textual genres, attributing to language and interaction the instrumentalization in the construction of knowledge and in the formation of the citizen, with the general objective of investigating ways of using textual genres as a tool for language teaching. Through field research with a qualitative approach, of exploratory nature, having as observation technique, which allowed an analysis regarding the proposal of the teacher's work and its relationship with the genres. In these practices, it was noticeable that the educator in question was often able to plan good reading times, showing a systematic practice of textual genres through the development of various activities developed in the classroom, contributing to the construction of his knowledge, focusing the appropriation of the students' textual production system.