SOUSA, Anajara Reinaldo de.
Résumé:
This monograph presents reflections about the mother tongue teaching, and relates discussions about the writing practices used by the teacher in the classroom. Therefore, the intended objectives are to discuss the importance of writing for the training of elementary school students; to discuss the use of textual genres in teaching practices and, finally, to propose productive practices of writing teaching by sociointeractionist perspective. The work presents concepts about the vision of language and system language, and questions how the textual production is practiced in the Portuguese language classes, considering the difficulties that the teachers face when they use the textual genres, because although the studies of genres are not recent, their inclusion in teaching practices are still short. It is suggested also a Didactic Sequence as a methodological proposal to work the genres systematically. For the accomplishment of the presented reflections, it was made a bibliographic research, using the Travaglia‟s presuppositions (2008), who discusses the language and tongue conceptions, and how their vision can influence the mother tongue teaching. We used also the presuppositions of writes like: Higounet (2003), author who demonstrates discussions about the first humanity writing forms; Koch and Elijah‟s assumptions (2008), authors that reflect about writing, in an interactive perspective; Antunes (2003), who presents new ways to work the writing in the classroom; Bazerman (2011), who describes some concepts about the textual genres; Marcuschi (2008), who also discusses concepts of genres and textual types, and proposes ways of their integration in the classroom. From this theoretical basis, it is possible to have a better opinion about the language, to understand how knowing is important the various concepts that permeate its study, and, consequently, the people can try to apply the acquired knowledge with the teaching theories and practices in classroom.
