Os gêneros textuais no ensino de língua inglesa: uma análise da coleção way to english for brazilian learnes!

Abstract

This work intends to analyze how textual genres are approached in reading activities of the textbook (TB) Way to English for Brazialian Learners (6th to 9th grade of Elementary School). As a theoretical reference for this research, we will use the contributions of Marcuschi (2008), Brazil (1998), Crystal (2003), as well as the analysis of official documents dealing with the theme, such as the National Curricular Parameters (PCNs) and the National Common Curriculum Base (BNCC). The official documents cited define norms and parameters that guide research and studies on the subject. The analysis was made on the textbooks mentioned, considering three steps: i) presentation of the overview of the textbooks; ii) the identification of textual genres in these textbooks; iii) reflection of the role of textual genres for the development and /or improvement of reading. We found out that each textbook is organized in eight units, one introductory unit and eight units that work with linguistic structures and elementary communication functions in English, with an emphasis on reading activities, through textual genres. The research shows the importance of these genres for teaching reading in English language. We also verified that these genres function as attractive pedagogical tools for English language classes, since they can arouse students’ interest in the activities proposed in the classroom, especially those that work with the genres of the everyday sphere. Through this work it was possible to perceive the relevance of textual genres in helping students to understand and interpret texts and in assimilation of vocabulary.