TEXTUAL GENRES: REFLECTIONS, PRACTICES, ADVANCES, AND CHALLENGES IN PORTUGUESE LANGUAGE TEACHING IN CONTEMPORARY HIGH SCHOOL TEXTBOOKS

Abstract

This article analyzes the approach to textual genres in contemporary Portuguese language textbooks used in upper secondary education, highlighting theoretical reflections, pedagogical practices, advances, and challenges associated with this teaching proposal. Grounded in the dialogical perspective of language, particularly in the theoretical assumptions of Mikhail Bakhtin, the study understands textual genres as historically situated sociocommunicative forms that are essential for the development of students’ discursive competencies. The research engages in dialogue with theoretical contributions from scholars such as Marcuschi, Geraldi, Dolz, and Schneuwly, and also considers official documents that guide Portuguese language education in Brazil, such as the National Curriculum Parameters for Upper Secondary Education and the National Common Core Curriculum. The analysis shows that, although current textbooks present a greater diversity of genres and more contextualized teaching proposals, gaps still remain in the articulation between reading, text production, and linguistic/semiotic analysis. It is concluded that the effectiveness of working with textual genres depends not only on the quality of the teaching materials, but above all on the teacher’s pedagogical mediation, making the integration of theory, practice, and school context essential for promoting meaningful language learning.