Didatização da escrita no ensino fundamental I através do gênero fábula.

Abstract

A dialogical and interactional perspective, this research have the objective approach the importance of the written language in the context of teaching learning, considering the writing learning through texts in the light of the approach of genres, from the initial series, because we believe that the language at this stage it must now be understood as a dynamic and social phenomenon. In addition, we present as suggestion, a didactic sequence guided the genre fable to work with written texts through the elementary school as a way of contributing theoretical and methodologically for the teacher to make their most significant practices in the classroom. Bibliographical nature, the research took as theoretical basis the contributions of Bakhtin (1997), Vygotsky (1989), Marcuschi (2008), Rojo (2010), Schneuwly and Dolz (2004), among others. At the end of the investigation, corroborate the didactization of genresearly as important tools for construction of the citizenship of learners.