WORKING WITH TEACHERS DISCURSIVE GENRES IN THE CLASSROOM: EDUCATIONAL ASSISTANCE

Abstract

Many teaching practices of Portuguese develop an artificial language, so this text, theoretical and conceptual aims to problematize the process of teaching and learning of language and literacy practices through the use of genres in classroom in the early years of elementary school. To complement this analysis, one relies on the prospect of teaching Portuguese in their own guided reading texts, the production of texts and through linguistic analysis to enable effective domain, in its oral and written form, the standard language. Thus, as the teacher recognizes what kinds of texts circulating in society? How to consolidate the process of literacy practices in school? To discuss these questions, the teacher is conceived as a mediator of the educational process by understanding what are the genres themselves, when not produced superficially and artificially worked in school, constitute the largest and best pedagogical tool that provides educational activity create opportunities to develop and didactically the appropriation of language by students. The studies highlight how the intentionality of pedagogical mediation teacher provides: real practices of reading and writing in the classroom discussion of the social function of language, knowledge of textual diversity by working with their own genres, and mainly discusses the nature and specificities of social and cultural practices of literacy, because in the early years of elementary school, the school has a role in the formation of language users.