Práticas de escrita na escola e o desenvolvimento da consciência crítica com a produção do gênero resenha.

Abstract

This article presents the results of research with the production of the textual genre review in school literacy practices and discusses the contributions of the methodological proposal of critical awareness of genre developed by Devitt (2009) to work with textual production. The study is characterized as qualitative-interpretativist in the format of an action research that relied on the use of a Model of Critical Gender Awareness based on the method developed by Devitt (2004; 2009). The results generated from the quantitative and qualitative analysis of the reviews produced by the research participants show that the teaching of genres, mediated by the critical consciousness model and based on the sociorhetorical approach of genres, presents itself as a productive methodology and can contribute to the processes of both reading and text production in the context of school literacy practices.