Ressignificações do Professor de Língua Portuguesa no Agir Didático com Gêneros

The impacts of genres studies on school practices and the process of preparing official teaching documents and teaching materials are evident. Since the publication of the PCN, at the end of the last century, the number of curricular proposals that attribute genre to a prominent place in the language teaching has grown significantly. In this sense, teaching from a genre perspective seems to be an irreversible phenomenon. In the midst of this, teachers have been concerned about what and how they should teach genres. Thus, this article aims to investigate how teachers have re-ssignified genre teaching. Our theoretical framework is based on the some studies in the field of language teaching, such as those by Schneuwly and Dolz (2004) and Lima (2016), in an interface with the activity clinic (AMIGUES, 2004; CLOT, 2007), with a view to to better understand the nature of genre teaching in the classroom from a perspective of the teachers. The data were obtained through the collaboration of two teachers through interviews and verbalizations in simple self-confrontation sessions. The results point to some categories of re-signify the didactic action with genres in the practices of both teachers.