The construction of genre literacy proposals: challenges and possibilities

Abstract

Since the publication of the National Curricular Parameters (1998), the concept of genre has become a frequent topic in the didactic debate on how to teach Portuguese in the Brazilian school context. This work seeks to reflect about a three-year experience with didactic sequences based on genres in an elementary school. The analysis of this experience illustrates a proposal of how to work with genres from the perspective of socio-discursive interactionism (BRONCKART, 1999, 2004, 2005).