Práticas de letramentos, gêneros textuais e ensino de língua portuguesa

Abstract

This study aimed to analyze literacy practices within the scope of Portuguese language teaching with regard to the approach of textual genres. The theoretical background is grounded in the “New” Literacy Studies (STREET, 1984; 2013; 2014) for the investigation of school literacy practices (KLEIMAN, 1995, 2007, 2010; SOARES, 2003, 2009, 2010), among others. The assumptions of linguistic studies in a discursive enunciative perspective (BAKHTIN, 1982, 2006) were used to analyze textual genres in teaching contexts (MARCUSCHI, 2008, 2010), as well as to relate the theoretical conceptions of language (GERALDI, 2011; TRAVAGLIA, 2009) to the teaching of Portuguese language (KOCH, 2003; DORETTO; BELOTI, 2011; GOMES, 2010, 2014). This is a qualitative field research carried out with two PL teachers acting in the Final Years of Elementary School. For data collection, following the ethnographic bias, the following instruments were used: participant observation, records in field notes, document analysis, questionnaire application and interviews. Literacy events recorded in classes of PL teachers revealed evidence that literacy practices are related to the autonomous model, therefore, the approach to textual genres focuses on the analysis of compositional and structural aspects. Even though the analyzed reading and writing practices address the analysis of a textual diversity, it was found that, in most cases, the social contexts of use of language practices and multiple literacies were disregarded. Regarding the teaching of PL, it was identified that the conception of language as a communication tool guides literacy practices in the school context, this one implies the way the teacher conducts his/her classes, especially with regard to reading and writing practices that, in general, are addressed to the decoding and identification of basic information related to linguistic forms and structural aspects of textual genres.