A retextualização de gêneros por meio de sequência didática: uma proposta para o ensino da leitura e escrita

Abstract

This research aims to analyse and present a proposal to reading and writing teaching process in primary school, using the Didactic Sequence (DS). In order to do so, it starts by reading a discursive genre named position paper, and then working with writing through the process of retextualization for the genre Instagram post. It is a qualitative and propositive approach adopting the DS model theorized by Dolz, Noverraz and Schneuwly (2004). In addition to the theoretical framework, we consider Marcuschi (2002), Bakhtin (2016) and Rojo (2015), concerning the discursive genres; Bronckart (1999, 2003, 2006) in terms of sociodiscursive interactionism (ISD); Machado and Cristovão (2006), heeding the Didactic Model of Genre (DMG); Kress (2001), Kress and Van Leeuwen (1998, 2006) and Ribeiro (2006), regarding their multimodality theory; Marcuschi (1995, 2001, 2010) and Dell'Isola (2007, 2009) with the retextualization process; Rojo (2013, 2017) and Coscarelli (2016) in relation to multi-literacies; among others. This study points that teaching of reading and writing process should be more systematized, in order to improve the fundamentals skills of reading and writing for interaction processes in contemporary times. Also, this improvement needs to be aligned with communicative necessities in multiple language contexts. Therefore, it is important that Portuguese Language teachers can carry out the process of retextualization of discursive genres in a systematic way at school, to offer to the students the necessary subsidies for the development of language skills. That competence is fundamental to provide an effective and critical qualification to use the languages in a reflexive way.