O interacionismo sócio-discursivo e o ensino de escrita: algumas considerações sobre os gêneros escolares e não escolares.

Abstract

In this paper, we present some reflections on the teaching of writing from the contributions of sociodiscursive interactionism. At first, we discuss the concept of textual genre presented by Schneuwly (2004). Then, we present considerations about the teaching of writing, highlighting the concept of didactic sequence developed by Dolz, Noverraz and Scneuwly (2004), as well the ISD implication to some research developed in Brazil. We argue that the ISD contributions to the teaching of writing introduced in our country seem to deny the school as a specific place of communication. Thus, the didactic sequences applied in our context often seek to lead the students to produce genres that typically do not occur in school.