Ensino de gêneros textuais mediado pela sequência didática da Escola de Genebra, com o uso de tecnologia digital

Abstract

The ambition to enlarge literacy through research is implicit in the daily life of teaching professionals. Nonetheless, I can recognize, in hole that obstacles adjourn or prevent the effectiveness of this devotion. The restlessness that drove this master's thesis research arose from the necessity to leave behind apathy, as a lecturer and advanced to be an educational researcher and creator of an academic content. In these premises, resolved assemble colleagues to participate in it, presenting studies that corroborate with the practice of acting and encourage them likewise to be researchers and creators of didactic content themselves. Withal, I did not envision the extraordinary nether a solution for gaps in teaching. Thus, I embraced to study about the lecturing of the Portuguese Language and enrage scientific learning of what is taught daily: textual genres through didactic sequences. Introduce the encounter between the theoretical and the practical. In terms of specific objectives, I intend to achieve: a) explain theoretical references and procedures that support the teaching of textual genres based on the conception of didactic sequence by authors of the School of Geneva; b) present the educational product elaborated in these assumptions, so that the interested ones learn the step by step of how to elaborate a didactic sequence; c) report the application of this prototype with a group of teachers in the region of Cambé, Paraná, in 2022; d) analyze the results of this application.The substantiation theory anchored by the social interactionist conception of language and conceptual assumptions of Textual Linguistics: text, textual genre, discursive influence and textual type. It was included the methodological procedure of didactic sequence (SD) from the perspectives of the Genevan researchers Joaquim Dolz and Bernard Schneuwly, concurrent with the use of technologies, as an indispensable appliance for the lecturing of digital native students. Through this research, I manage to outcome with an authorial educational instrument that resulted in a pedagogical diary, with theoretical and practical support on how to elaborate a didactic sequence in the lecturing of textual genres. Methodologically, I used the field research method, with four face-to-face meetings during the year of 2022, for a group of eleven teachers, regents in the municipal public teaching network of a school in the north of the Estate of Paraná. The educational program of this organization is positioned in the socio-interactionist conception of language, anchoring the teaching of the Portuguese language by textual genres in the proposition of the Genevan didactic sequence methodology. During the agenda, the instrument of study was granted by me as the essential concepts, further the step by step of how to elaborate a didactic sequence was discussed. In the earlies sessions, I presented a theoretical framework about a teacher who prepares didactic material, with the aim of instigating reflections and triggering actions. At each meeting, the participants answered a form, recording their impressions about the guidance. I carried out a qualitative analysis of the recorded responses, and the results pointed to the acceptability and functionality of the proposed educational instrument, as I found an increase in scientific proficiency that clarified the practice. I envision the use of knowledge in the classroom and the development of new researchers and authors of didactic appliance.