A DIDACTIC SEQUENCE PROPOSAL FOR TEACHING PORTUGUESE LANGUAGE IN A PUBLIC SCHOOL IN PETROLINA - PE

Abstract

The technological advancement occurred in recent years due to covid-19 directly impacted the way we relate socially, thus, the new social settings bring to the field of communication different modes of interaction. In this sense, there is the concept of Multimodality in which the various semiotics are considered in the textual constitution. Besides their multimodal character, texts are immersed in the media environment where social and language practices expand. Thus, this paper proposes to take a look at the teaching of Portuguese language in contemporary times in order to present a teaching model that enables interactive and effective language learning. For this, the research presents an exploratory and field methodology in which the genebrine model of Didactic Sequence (Dolz and Schneuwly, 2011) is adopted, in order to teach languages through Textual Genres and considering Multimodality (Marcuschi, 2008; Rojo 2012, 2015;) as well as Sociointeractionism (Bakhtin, 2016). The results of the research point to the importance played by the use of the genebrian model of didactic organization in which students could effectively learn, as well as improve linguistic and communicational skills through the tool. Therefore, we reiterate the importance of working in the classroom with an interactionist perspective in which students are considered active subjects and, also, a model that considers the didactic organization by means of genres that implement language practices.