Género discursivo como eje de propuestas didácticas para las clases de lenguas

Abstract

Teaching from discursive genres presupposes considering that utterances incorporate language and society, and are always located in a context. On the other hand, focusing on the discourse does not mean neglecting the linguistic-textual materiality, but rather examining it in an articulated way to an analysis of the field of human activity, social function, interlocutors, time and space of production, circulation and reception of the texts. This article presents a set of procedures for the elaboration of teaching materials for additional languages, taking into consideration the discursive genres and the text as an object. The article is organized into two sections. In the first, a discussion is developed about linguistic education, according to the conception of language of the Bakhtin Circle (BAJTÍN, 1999; VOLOSHINOV, 2009), in special, about discursive genres and the use of this concept in additional language classes. In the second, taking the collection Sentidos en lengua española (FREITAS; COSTA, 2016) as an example, the exposure of the steps for planning a didactic proposal in which the language skills (reading, listening, writing and speaking) are exploited from the discursive genres, with an emphasis on its components (compositional structure, style and thematic content). In addition, the place occupied by linguistic knowledge in an effective discursive theoretical-methodological perspective is demonstrated.