Gêneros textuais e práticas de linguagem : contribuições para o ensino de língua portuguesa

Abstract

This article analyzes the contributions of genres and language practices to Portuguese language teaching, in light of the guidelines of the BNCC (2018), Bakhtin (2003), Marcuschi (2002; 2008), Dolz and Schneuwly (2004; 2010), among others. The objective is to highlight the contributions of genres regarding reading, writing, and speaking in their real use. To this end, we detail the didactic sequence developed by Dolz and Schneuwly, which stands out as a significant and contextualized pedagogical practice, as it enables the systematic organization of reading, text production, and oral activities, favoring the progressive development of students' discursive capacities. This work is qualitative and documental in nature, relying on bibliographical research of previously published renowned theorists and analysis of the BNCC guidelines that govern the work with textual genres and language practices in Portuguese classes. The results demonstrate that textual genres favor the acquisition of reading and writing because they are dynamic, part of our daily lives, and offer countless teaching possibilities. It is concluded that the insertion of textual genres in teaching is essential, as it collaborates in the development of language practices, acting as a contextualized and meaningful working tool in mother tongue teaching.