Gêneros e projetos: uma análise dos conceitos de projeto de letramento, projeto didático de gênero e sequência didática

Abstract

The debate over teaching of the native language, involving innovative proposals of work in detriment of traditional forms of teaching has grown in Brazil. Especially after the disclosure of the National Curricular Parameters in 1996, the work suggestions with textual genres were strengthening and allowing the emergence of new proposals and methodologies. Three of these new pedagogical constructs are the didactic projects of genre, the literacy projects and the didactic sequence. That way, the central focus of investigation of this research is in comprehending these three methodological proposals for the teaching of the Portuguese language, elaborating a comparative study between the concepts. Furthermore, we seek to understand how the academic community has appropriated these work proposals and how they are being applied for in class. For that, we use the documental analysis as the work methodology; we focus on six academic researches (four dissertations and two theses) which addresses these constructors in an action research. The theoretical-methodological base that supports this research is the Sociodiscursive Interactionalism (ISD), besides the literacy theories. We use as assumptions theories represented by the authors Bronckart (2009), Dolz and Schneuwly (2004), besides the Brazilian authors linked to such strand (KERSCH AND GUIMARÃES, 2012; MACHADO AND CRISTÓVÃO, 2009; GONÇALVES, 2011). Based on these biases, we analyze the concepts of didactic sequences and didactic projects of genre. We also use the assumptions about the literacy projects based on Kleiman (2001, 2007), besides doing a historical research on Hernández and Ventura (1998) for the comprehension of this work’s project. The data shows the approximations between the three central concepts in which this research is centered, focusing on the teaching of the Portuguese language in basic school, independent of the concept used, it should be based at times on genres, other times on social practice, as a curriculum designer.