ROCHA, L. V. A.; http://lattes.cnpq.br/3384309759171659; ROCHA, Luciana Vieira Alves.
Résumé:
In the scope of Education and Applied Linguistics, text genres have been the object of
study of many researchers in Brazil because they are indispensable tools for the
teaching of one's mother tongue. This results from the fact that the activity of collective
language is demonstrated in multiple and diverse genres of text which are adapted to
certain communicative situations (BRONCKART & DOLZ, 1999). This perspective has
been a challenge for teachers nowadays when most of them are unacquainted with
methodologies that contemplate gender as an object/teaching tool. It is then necessary,
within the school environment, to ponder and look for alternatives to the didactic
transposition of text genres. One of these methodological alternatives comes from the
studies of the Socio-discursive Interactionism (SDI) postulated by the theorists of
Geneva. The objective of this work is to present results from the production of didactic
sequences developed by High School teachers with a focus on written argumentative
text genres, obtained from a continuing training course. To guide the research process,
the specific objectives were outlined as follows: 1) Describe didactic sequences
produced by the teachers in the course of continuing training based on the genres of
argumentative nature; 2) Analyze the didactic sequences considering the language
capabilities that underlie the activities proposed in these sequences; 3) Discuss the
results obtained in the course of continuing training concerning planning and
preparation of didactic materials. The theoretical axis of this research, with a focus on
the socio-discursive Interactionism, is represented by the ideas of Bronckart (1999,
2015); Miranda (2015); Dolz, Noverraz and Shneuwvly (2004), Perez (2014), Costa-
Hubes and Simioni (2014), among others. The research, which is characterized as a
qualitative and collaborative study, was developed based on the use of techniques and
research tools, such as interview and reflective session, which were applied to two High
School Portuguese Language teachers from the public education system in a town called
Fagundes in Paraiba.The study data demonstrated the work with the language
capabilities (action, discursive and linguistic-discursive capacities) implied in the
development of the activities that compose the modules of didactic sequences produced
by the teachers. These implications result from the influence of the continuing training
course on teacher planning.