Abordagens de gêneros textuais no ensino de língua inglesa no âmbito do subprojeto PIBID de Letras-Inglês da Universidade Federal da Paraíba

Abstract

English language teaching in Brazil has been redesigned in recent years, especially after the publication of several official documents that deepened the reflections on English language teaching (LI) in basic education, contributing to the emergence of several pedagogical propositions in the context of language teaching. One of these recommendations concerns the contextualization of the lessons, based on the social nature of language, and the implementation of textual genres as a didactic instrument, in order to develop students’ communicative competence in LI, and their perception of the world in which they live. Therefore, based on studies developed by Marcuschi (2008, 2010), and by Schneuwly and Dolz (2004), this work aims to reflect on the concept of text genres and its importance to the teaching-learning process of English language, focusing on the experience of undergraduate students of a teacher education course (English language) at UFPB, members of the Scholarship Program of Initiation to Teaching (PIBID). In order to do so, we collected data through the administration of a questionnaire, which was analyzed in light of the theoretical assumptions mentioned. The analyzed data reveals the relevance of text genres both to the teachers in training and to the students' engagement in the classes, reinforcing their importance to the development of a more contextualized and meaningful teaching-learning process.