A aplicabilidade do conceito de Projeto Didático de Gênero no ensino básico : o gênero textual miniconto para as práticas de escrita em Língua Portuguesa

Abstract

The aim of this article is to present the results of a study (Tavares, 2024) on the learning of written production in Portuguese language classes in a Brazilian public school, assuming the fundamental place of writing as an instrument for the development of language capacities (Schneuwly; Dolz, 2004).To this end, the study is based on the theoretical-methodological framework developed by sociodiscursive interactionism (SDI), according to Bronckart’s proposal (2007, 2021), on the use of textual genres in language teaching and learning (Schneuwly; Dolz, 2004; Tocaia e Lousada, 2024) and on the development of Genre Didactic Project (Guimarães; Kersch, 2012, 2014, 2015) as a methodological proposal, from a language interactionist perspective, for teaching the textual genre mini short story. The study is based on the analysis of two initial written productions and two final written productions by 9th grade students, according to the SDI text analysis model and the didactic genre model developed. Based on the texts produced, we were able to see how the students developed and appropriated their language capacities (action, discursive and linguistic-discursive) during the activities proposed in the modules that organize the didactic project. The results point to the effectiveness of this work methodology both for the development of language capacities and for Portuguese language learning in basic education.