TEXTUAL GENRES AND THE HIGH SCHOOL TEXTBOOK: THEORY AND PRACTICE IN THE CLASSROOM

Abstract

The purpose of this article is to investigate the approach to textual genres in high school textbooks, analyzing the interplay between theory and practice in the construction of classroom pedagogical activities. The research, based on a theoretical review and a critical analysis of educational materials, seeks to understand whether current textbooks contribute to the development of students' linguistic competencies. The study highlights the importance of pedagogical practices that go beyond mere theoretical reproduction, promoting the practical and contextualized application of textual genres in students' daily lives. It concludes that the effective integration of textual genres can transform the teaching-learning process, making it more interactive and relevant for students' integration into the social and professional world.