A didatização do gênero carta de leitor com foco na interação: uma proposta de ensino e aprendizagem de Língua Portuguesa

Abstract

This research has the general objective of investigating the text produced by the student in the reader letter genre, through the identification of the compositional characteristics in the students' texts, in the recognition of the communicative purposes in the letters produced by the students and in the analysis of the media support of the genre. The theoretical basis that supports this objective comes from Alves Filho (2011), Bezerra (2001), Biasi-Rodrigues (1998), Bonini (2003), Marcuschi (2003) and Távora (2005). The methodology used is of the productive and reflective type, aiming at the implementation of the initial production and guiding the intervention planning applied from a didactic sequence, culminating with the final production. The techniques of data construction were distributed in the didatization of the discourse genre reader letter, reading model texts, textual production, revision and refaction of the texts and, through them, we reached twenty-two letters, and eleven were written in the initial production and eleven in the final production, which we use in the analysis and investigation of the results. The analysis of these data allows us to conclude that the didatization of the discourse genre reader letter is shown as a didactic situation conducive to the teaching of writing as interaction, because the student wrote to interact by appropriately employing linguistic, encyclopedic, textual and interactional knowledge in their texts, as directed by Koch and Elias (2017). To this end, the reader letter was taught in order to offer the student a space for the publication of their texts in media such as blog, newspaper and magazine, used as a research product.