Os gêneros textuais no ensino de língua materna: uma investigação nas escolas de Codó e Timbiras – MA

Abstract

The textual genres are configured, in the Portuguese language discipline, as a contribution to the diverse abilities and communicative competences also indicated in official documents that guide the work in the school in general. From this perspective, there are still concerns about knowing how genres are being worked on in the school context by teachers and whether, in fact, teachers and the school are adapting in terms of recognition and exploration of communicative resources of textual genres, not only for content , but to prepare students for communication in society. From this, the present research consists of an investigation into the practices of using textual genres as a didactic resource in schools in Codó and Timbiras, municipalities located in the state of Maranhão. Its general objective is to research teaching practices through genres in schools in Codó and Timbiras. Its theoretical-methodological support is the discussions carried out in the field of Applied Linguistics, with a special contribution from gender studies, especially when they dialogue with discussions about mother tongue teaching. The research also aims to analyze official teaching documents such as the National Common Curricular Base (BNCC), the National Curriculum Parameters – Portuguese Language (PCNs) and the Curricular Document of the Maranhense Territory (DCTMA); . In addition to bibliographical research and analysis, field research was carried out in which observations were made in schools in Codó and Timbiras, recording didactic activities in classrooms in the municipality in which it was possible to observe teaching practices in which textual genres are elements of didactic practices. From this study, it was possible to observe different practices in which the textual genres are used in the classroom by Language and Portuguese teachers. The analysis of the documents showed that mother tongue teaching has dealt with teaching issues about gender, but the school still needs guidance and examples in this regard.