Textual genres in real contexts of use

strategies for expanding the linguistic and discursive repertoire

Abstract

This article aims to demonstrate how working with the languagefrom textual genres productions through didactic sequences, stand as main object of study and student as playing a main role in the learning process, creating an inspiring environment in which learning is more the meaningful comprehensive. Located in the Applied Linguistics area, the theoretical background starts from educational guidelines provided for in the PCNs and  BNCC that guide language teaching from the perspective of social participation and language practices, expanding on theories presented by Antunes (2003), Marcurchi (2005, 2008), Moita Lopes (2006) and Benveniste (1988), who show us the relevance of work that transgresses conventional and explores language as a social practice. The work is the result of an research on an educational practice conducted in a public Elementary School. The discussions established here will present results of the pedagogical practice developed based on textual genres that positively impact students' learning and are good for tracking the progress of many teachers.