O ensino da escrita de língua inglesa na perspectiva dos gêneros discursivos no ensino fundamental.

Abstract

Based on the understanding that reading and writing skills are the foundation for the appropriation of a language, whether mother tongue or foreign, such as English, and that language teaching centered on writing ability from discursive genres has been recognized by official documents, this article aims to discuss the importance of teaching English language writing from the perspective of discourse genres in elementary school. To do so, we used as a theoretical contribution the Theory of Genres in the perspective of Bakhtin (2003), Cavalcante (2016) and Koch and Elias (2006) and to understand the writing process in learning; Bonifácio (2015), Koch and Elias (2006) and Bakhtin (2001). Regarding the methodological procedures, the type of bibliographic research was used, performing the textual and interpretative analysis of works related to the theme. The results led us to the understanding that the teaching of English language writing should no longer be supported by a grammatical and mechanistic approach. Instead, the teaching of the English language should be focused in a contextualized and interactional way, offering teachers and students tools on how to work the linguistic code in various aspects, using discursive genres for this.