A Transposição didática do gênero dissertação escolar

Abstract

This paper aims to present a didactic intervention applied to an educational institution located in the city of Douradina–MS. This intervention refers to the application of a didactic sequence (henceforth DS) about the school dissertation genre. Thus, the general objective of this research is to prove that the DS, combined with textual/interactive correction and checklists, favors the teaching of textual genres in the school environment, since it is a teaching tool potentiating / catalyzing the teaching of textual production. As theoretical basis, the research has the support on the work of the Geneva group of language teaching (Dolz, Schneuwly, Pasquier et al.) and Bronckart's epistemology social interactionist (2003, 2006), as well as the dialogic conception of language proposed by Bakhtin (2003 [1979]). In the analysis of the corpus – texts of school dissertation genre, produced by students in the 3rd year of the high school from - Escola Estadual Barão do Rio Branco‖ - action, discursive and linguistic-discursive capabilities are evaluated in the written productions. The intervention shows that the teaching through DS favors a higher language proficiency of students in the textual genre production.