THE TEACHING AND LEARNING OF TEXTUAL GENRES IN THE MOTHER TONGUE

Abstract

This study aims to present an overview of the concept of textual genres from the perspective of Sociodiscursive Interactionism (SDI) and to analyze their contribution to the development of linguistic competencies of elementary school students, articulating reading, writing, and linguistic analysis within social practices. The methodology is characterized as a qualitative bibliographic study, based on primary and secondary sources, including books, articles, dissertations, theses, and official documents. The selected material was subjected to analytical reading, identifying theoretical convergences and divergences regarding language, genre, and teaching, and was analyzed using the content analysis technique proposed by Bardin (2011). The results indicate that a didactic approach to textual genres, when linked to the conditions of text production and circulation, fosters the development of comprehension, production, and discursive adequacy skills, expanding the repertoire of language use in both public and private contexts. It is concluded that working with genres from the SDI perspective contributes to shifting Portuguese language teaching from prescriptive practices toward situated language practices, strengthening students’ participation in real social activities.