DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES

• Autor(a) principal: Lima, Maria de Jesus Melo
• Data de Publicação: 2023
• Outros Autores: Campos, Sulemi Fabiano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EntreLetras
• Texto Completo: https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/15584
• topic: Regularidades discursivas; gêneros textuais; Sequências didáticas; Discursive regularities; Textual genres; Didactic sequences

This text aims to reflect on teaching in Portuguese with regard to the teaching of genres that aim to be defined or categorized through the use of didactic sequence (SD), although we know that Bakhtinian studies recognized that genres do not they must be aggregates of fixed characteristics, but which involve continuous transformations, are malleable and plastic, however, as they are guided, directed by SD, the genres do not acquire static and standardized characteristics of a text that is the same for all. Therefore, to support the research, describe, analyze and interpret, Foucault (1995; 2013; 2014a; 2014b, 2017) is used, as well as Bakhtin (2010) to understand the importance of not categorizing genres. As well as Geraldi (1984; 1992; 2010, 2018) and Larrosa (2017; 2002) to remind us of the importance of experience, of writing in the school context. The corpus is composed of excerpts from twenty-six dissertations of the Professional Master in Letters (ProfLetras) with the objective of analyzing the use of DS as a methodological procedure that aims to categorize the teaching of genres, taking into account the authors Dolz, Noverraz & Schneuwly (2004), authors who make up the Geneva Group, known for setting up teaching strategies. The results reveal that the subject teacher in training is led to use genres as a mediating object in the teaching and learning process, thus, the emphasis in teaching is based on genres as the only way to teach reading and writing.