O uso do letramento e dos gêneros textuais na formação do professor de língua materna.

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.