Os gêneros discursivos no processo de letramento : considerações etnográficas relativas ao ensino-aprendizagem de língua materna

Abstract

This dissertation deals with the relationship that exists between literacy and textual genres, seeks to identify factors arising literacy teaching practices with genres of discourse. It begins with an ethnographic research whose corpus analysis consists of textual productions taken throughout a practice with native ongoing pilot, within the project entitled Autonomy on the production of texts in different contexts of educations , under the coordination and guidance of Prof. Dr. Rita Maria Diniz Zozzoli. The observation and study that triggered the writing of this work lasted seven months. These ideas have been discussed by various authors, which are: Tfouni (2004), Ali & Rameh (ed., 2006), dealing with the link between literacy and alphabetization ; Bazerman (2006), Bakhtin (2000: 279 - 287), Adam (2008), which speak of the text types / genres. Even with many factors of literacy elicited during data analysis, all equally important, some stemming from the methodology used in the classroom, others coming from the students' own attitudes, what we observe is that repetition is the foundation of experience teaching and learning, for every speech act uses the language, while solving linguistic-discursive problems, the student structure their actions in terms of something given a priori, the language.