O gênero textual paródia: um instrumento de ensino na perspectiva da intertextualidade.

Abstract

The recognition of textual genres has become fundamental as an object of study throughout the school years, as well as essential for the development of human communication. In this context, this study addresses the perspectives of the parody genre as a pedagogical tool to support educators in implementing activities within the school environment, aiming to guide students in identifying the linguistic and textual structure of the genres studied and, consequently, to develop reading and textual interpretation skills. Thus, this research aims to investigate the parody genre as a pedagogical resource for teaching textual genres in the classroom through the use of a Didactic Sequence. In this context, the parody genre serves to retrieve and rework existing texts while stimulating creativity, promoting cognitive development, and enhancing students’ capacity for textual understanding and interpretation. As theoretical support on textual genres, we draw on the studies of Marcuschi (2008), Bakhtin (2016), Dos Santos and Gusmão (2018), Cavalcanti (2011), and Coelho (2000). For the approach to the Didactic Sequence, the discussion is guided by the definitions provided by Dolz, Noverraz, and Schneuwly (2004). Furthermore, other theoretical frameworks also underpinned our reflections. This is a bibliographic study, involving the review and analysis of existing data. The approach is qualitative, as it focuses on understanding phenomena related to the development of the themes through the parody genre as a classroom tool. As an educational outcome of this research, we propose a Didactic Sequence (DS) based on the model developed by Dolz, Noverraz, and Schneuwly (2004), emphasizing parody as a didactic-pedagogical tool for the study of the narrative genre of fairy tales.