DISCURSIVE PRACTICES IN TEACHING THE PORTUGUESE LANGUAGE: THE ROLE OF THE TEACHER

Abstract

There is a lot of debate about the proficiency of high school students in terms of their ability to read and interpret texts within the requirements established in the curricular parameters of the new high school. To this end, this article aims to address discursive practices in Portuguese language teaching, highlighting the role of the teacher in this process. Therefore, an expository approach to reading practice arises from the need to establish new learning strategies, to expand students' ability to understand the most varied types of text, as there is a perception of students' difficulty in carrying out meaningful reading. and analytical, observing beyond the elements of the text structure and the grammatical aspects, such as extratextual elements, inserted in the context. In this way, we sought to answer the following question: How do discursive genres allow us to improve reading skills, diversifying the language teaching-learning process? In view of this, this research is being proposed with the aim of bringing a reflection in relation to discursive practices in Portuguese language teaching, highlighting the role of the teacher in this process and with the application of discursive genres, it is intended to analyze the situation expressed and the effects of the meaning of communicative texts. The methodology used was exploratory bibliographical research with descriptive specificity, seeking to highlight the perception that discursive genres allow improving reading skills, diversifying the language teaching-learning process, as textual genres, each with their own stylistic resource, have its social function in the development of the student as a proficient and critical reader, transforming Portuguese language teaching, and also stimulating both the teacher's practice and the student's understanding in the communication process. The conclusion reached after the development of this research is that language is established in the relationship “writing and speech”, hence the need for the habit of reading, textual production, and orality, using linguistic resources, both in the form written as well as oral, allowing for a more complex teaching practice, and focused on training the student regarding their social role, which involves professional activities and family life, therefore the educator must always consider the social bias of the teaching process.