ALVES, S. F.; http://lattes.cnpq.br/3460784690273119; ALVES, Saionara Ferreira.
Résumé:
We present in this documentary research, according to the teaching writing, the analysis of
two argumentative genres, namely, the review and the opinion article, inserted in a collection
of high school textbooks who have as title “Português: contexto, interlocução e sentido”, by
the authors Maria Luiza M. Abaurre, Maria Bernadette M. Abaurre and Marcela Pontara, the
Modern Publisher. Starting from the Bronckart studies (2012) at about the architecture of
textual genres that textual rolling strata - infrastructure general text, textualization
mechanisms and enunciative mechanisms - are found in approach to review genres and
opinion piece in a collection of textbooks high school? From that question, we obtained the
following general objective: to identify the architecture of textual genres that textual rolling
strata in teaching collection analyzed. And consequently, the specific objectives: to Verify the
conceptions the writing teaching of the argumentative texts production section in a Textbook
of Portuguese; Identify the impact of textualization mechanisms for gender writing teaching
and contribute with reflections that focus on the sociointeractionist prospect of teaching
writing at the high school level. The fact that made us work with this research subject is that it
is relevant for the occurrence of analyze how authors are using the approach of these genres in
current collections of textbooks of high school. As theoretical basis we are headed for the
study Bronckart (2012), Bazermam (2011), Garcez (2004), Xavier (2009), Patriota (2011), B.
Marcuschi (2012), among others. The results allow us to conclude that there is, in the
textbooks now analyzed, the presence of textualization mechanisms advocated by Bronckart,
which enables us to approach such analyzed books in a sociointeractionist perspective,
although we found some flaws as just recognition activities issues and linguistic
identification, and present two genders and work as only one. The data show that the presence
of textualization mechanisms approaches the work with writing argumentative genres at
school at one sociointeractionist perspective of language.
