Gêneros textuais e ensino: os ditos e não ditos em pesquisas no ensino fundamental I

Abstract

To support and organize the teaching of Language, both oral and written, based on Discourse Genres, constitutes a landmark that triggers movements in pedagogical practices in many aspects. Thus, this investigation had as main objective to determine the discursivization of the concept of Textual Genre in research developed in the country whose focus was Elementary School I. In this way, it was our interest to understand and analyze the discourses that are materialized in academic research that have the Textual Genres as a Research Center in Elementary School I. We know that Textual Genre can be understood as a historical phenomenon that is related to our cultural and social life. Therefore, in this research, surveys were made of works that report the use of Textual Genres as teaching practices. The research has a bibliographic and quantitative and qualitative character. To constitute the starting point of this investigation, we carried out a time frame of one year, searching for titles and abstracts focused on the theme of this research. To this end, we did our tracking from the BDTD (Brazilian Digital Library of Theses and Dissertations) for works presented in the year 2020. Our investigative proposal sought to answer some questions: What are the advantages of working with Textual Genres, according to the researched works ? What are the contributions of Textual Genres studies to the formation of subjects? And what does research define, discursively, as Textual Genre? Thus, in the first chapter, we made a historical overview about language as an object of study for Linguistics, later, we talk about the conceptions of language and language from the assumptions defined by the language sciences and, then, based on Orlandi (1987), we discuss the teaching of Portuguese in the classroom, from a discursive point of view. Our work allowed us to perceive that textual genres have an important contribution to student learning, but it is still little worked on in elementary school I classes.