The construction of genre literacy proposals: challenges and possibilities
Since the publication of the National Curricular Parameters (1998), the concept of genre has become a frequent topic in the didactic debate on how to teach Portuguese in the Brazilian school context. This work seeks to reflect about a three-year experience with didactic sequences based on genres in...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2010 |
| País: | Brasil |
| Institución: | Universidade do Sul de Santa Catarina (UNISUL) |
| Repositorio: | Linguagem em (Dis)curso (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:portaldeperiodicos.animaeducacao.com.br:article/341 |
| Acceso en línea: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/341 |
| Access Level: | acceso abierto |
| Palabra clave: | Genre Didactic models Didactic sequences Brazilian school system Socio-discursive interactionism Género de texto Modelo didáctico Secuencia didáctica Enseñanza fundamental Interaccionismo sociodiscursivo Gênero de texto Modelo didático Seqüência didática Ensino fundamental Interacionismo sociodiscursivo |
| Sumario: | Since the publication of the National Curricular Parameters (1998), the concept of genre has become a frequent topic in the didactic debate on how to teach Portuguese in the Brazilian school context. This work seeks to reflect about a three-year experience with didactic sequences based on genres in an elementary school. The analysis of this experience illustrates a proposal of how to work with genres from the perspective of socio-discursive interactionism (BRONCKART, 1999, 2004, 2005). |
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