THE DIDACTIC SEQUENCE AS A RESOURCE IN LANGUAGE TEACHING: ACCOUNTS OF LITERACY PRACTICES IN ELEMENTARY AND MIDDLE SCHOOL

Abstract

This paper discusses the adoption of textual genres as a teaching object so that the student can deal with language in its entirety. The theoretical foundation is based on the conception of genres as forms of social action and on the teaching sequence model proposed by Dolz, Noverraz and Schneuwly. The objective of this report is to describe the implementation of lesson plans developed by Pedagogy students, covering genres such as notes, news, and fables. The methodology is organized into integrated stages: presentation of the situation, initial production, teaching modules, and final production. The results demonstrate that the initial production functions as a diagnosis to adjust interventions to the student's actual needs. It is concluded that the coordinated structure of the activities strengthens the educational process and validates written production through social circulation, promoting the intellectual autonomy and communicative citizenship of the subject.