ANDRADE, A. A.; http://lattes.cnpq.br/7174486660172920; ANDRADE, Aline Alves de.
Abstract:
With the advancement of linguistic studies and, consequently, the changes in the educational
context, new conceptions on the mother tongue and its teaching process has led linguistics and
grammarians to reflect on this new framework, as well as to rethink theories which approach
"old" concepts about Portuguese language teaching. This work, therefore, considering the
sociointeractionist theory as the base for our reflections, discusses what is in the CPN (1998)
about the Portuguese teacher’s formation, as well according on Kleimam (2005), Rojo (2010) and
the pro-literacy proposed by MEC (2007), it approaches literacy as social practices of the
language. Finally, based on Marcuschi (2005) and (2008), focusing on textual genres as a form of
social action, the work presents some new theories about mother tongue teaching. Furthermore, it
shows some reflections on literacy practices in teaching, based on Soares (2005), Kleiman
(2005), Ali (2009) and other authors who gave some theoretical support throughout the research.