Aulas de língua portuguesa: a importância dos gêneros discursivos na aprendizagem da leitura e escrita

Abstract

Reading and writing are essential and inseparable actions. Reading collaborates the enhancement of write, because, when writing, the prior information acquired through reading contributes to the production of a good text. Thinking about it, it becomes relevant to know teaching strategies that help students to develop these skills. This work has as general objective to present an analysis of the use of discursive genres in the practices of encouraging reading and writing development in Portuguese Language classes, in the final years of elementary school. Some of the main theorists who supported this study were Antunes (2002); Andrade (2016); Barbosa and Rovai (2012) Dorneles (2012); Fiorin (2020); Gonçalves (2013); Koch and Elias (2014, 2015) Sarmento (2013); Silva et. al. (2020); Souza (2016). The methodology adopted was that of qualitative research. In addition to the bibliographical investigation, the study included a questionnaire, applied to Portuguese Language teachers from state and municipal public schools, in the city of Sapucaia do Sul in the Rio Grande do Sul. The research results showed that discursive genres are essential tools for teaching content in the classroom, in language teaching, oral and written, also in grammar teaching. Therefore, Portuguese language classes are fundamental in the processes of reading and writing acquisition and play a significant role in the student’s teaching-learning process.