Gêneros discursivos híbridos: espelho de letramentos de seus usuários.

Abstract

Theories of oriented genres to social practices are one among many approaches to teaching strategies that effectively promotes the appropriate level of proficiency learners in Portuguese, as they tend to mobilize the students' ability to recognize genres and produce them in accordance with their conditions of use. In this sense, the speaker adopts a gender model and simultaneously (re) adapts its structure to the production objective. These (re) adaptations of discursive genres potentiate the hybridization conceptualized by Koch and Elias (2014) such as the idea that one gender can take the form of another according to the purpose of communication. This study followed the methodological way to present a theoretical support about the genres, especially the theories of Bakhtin (2011), Marcuschi (2008) and (2010), Bronkcart (2012), Koch (2012) (2014), Dolz and Schneuwly (2004), Bazerman (2011), Kleiman (2005) and (2013) Soares (1998), Lara (2010) and Rojo (2010) and (2011) with the overall objective of analyze whether the textbooks of Elementary School of PNLD 2014-2016 present hybrid discursive genres and if the activities with these genres comprise more than one sphere of communication, since the discursive competence is necessary so that the speaker can best transit in the different social spheres in which they are Including discursive genres, allowing them to participate in specific social practices in each sphere and to create possibilities for changes in these practices. From the documentary research whose corpus was composed by the twelve books of Elementary School that compose PNLD 2014-2016, it was concluded that the LD cited rarely contemplate hybrid discursive genres as well as do not explore activities comprising more than one sphere of communication with these genres. So it was elaborated, as an intervention measure, a notebook of pedagogical activities was elaborated that contemplated such genres and, above all, that they could extend discursive competences in the apprentices.