Literacy and discursive/textual genres: writing at school
This article aims to discuss the concepts of literacy and discursive/textual genres for teaching writing in basic education. For this, we carried out a qualitative research of a bibliographical nature, considering the following steps: choice of theme, bibliographic survey, formulation of the problem...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Ensino em Perspectivas |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/8777 |
| Acceso en línea: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8777 |
| Access Level: | acceso abierto |
| Palabra clave: | Letramento Gêneros Discursivos/Textuais Escrita Educação Básica Literacy Discursive/Textual Genres Writing Basic Education |
| Sumario: | This article aims to discuss the concepts of literacy and discursive/textual genres for teaching writing in basic education. For this, we carried out a qualitative research of a bibliographical nature, considering the following steps: choice of theme, bibliographic survey, formulation of the problem, search for the theoretical reference and reading of texts. The theoretical foundation was anchored in Bakhtin (2003); Bezerra (2017); Dolz, Noverraz, Schneuwly (2004); Kleiman (2005); Soares (2014) and Street (2014), who are leading authors on the theme of writing at school. We verified that the teaching of writing in basic education, when it is not guided by social practices of literacy, which use discursive/textual genres, tends to propose artificial activities under the argument of evaluative compliance, which leads to student failure in their linguistic and discursive skills within the school environment. |
|---|