SOCIAL CONSTRUCTION OF THE GENRE DIALOGUED READING ARTICLE

Abstract

This article reports the emergence of a new textual genre, the dialogued reading article, as a result
of significant experiences of social uses of language by 9th grade class at a Basic School. Such
experiences were established from a participant research informed by the scientific education
approach and, thus, contributed to the innovation of the teaching and learning process of
Portuguese. The research had as theoretical orientation some studies of literacies, with contributions
from the assumptions of Scientific Education and Textual Linguistics. The objective was to improve
reading, writing and contextualized linguistic analysis skills, in order to strengthen the autonomy of
the students as critical readers and producers of written texts. The pedagogical intervention involved
research practices in Portuguese classes from the reading and analysis of publicity and
advertisements. Therefore, a didactic unit was organized in a Genre Pedagogy Cycle, inspired by
some theoretical assumptions of Systemic-Functional Linguistics. As a result, students improved
reading proficiency, expressing deeper, more complex and critical insights. Also, they improved
their writing skills, becoming authors of unusual texts in the schooling process, elaborated from
research and analysis. Among these texts, another modality of article emerged, which was
categorized as dialogued reading article.