According to Bakhtin (2003 [1979]), speech genres are representations of utterances
(oral or written), consisting of thematic content, compositional structure and style. It is
understood that working with speech genres in the classroom, it is necessary to think
about the theoretical-methodological perspectives to better address them in
Portuguese language classes. The general objective of this work is to understand how
the work with the poem genre can be accomplished through a didactic project of
reading and writing, in dialogue with the literary book. In order to achieve the proposed
objective, we specifically seek: a) to elaborate a didactic project of reading and writing
poems, in order to include, in addition to working with the genre, a more comprehensive
study of reading the book “Felpo Filva” (FURNARI , 2006); b) develop activities that
can help students to develop reading and writing skills; c) to characterize how the
didactic project elaborated can contribute to the formation and development of the
student-reader-writer-critic. Therefore, this work, of bibliographic nature, is located in
Applied Linguistics, theoretically based on the conception of language as interaction,
according to the assumptions of the Bakhtin’s Circle. (1919-1974), as well as in the
studies on reading and writing light of that perspective. Furthermore, the work is
theoretically and methodologically anchored in the didactic project of reading and
writing gender, proposed by Lopes-Rossi (2002a, 2002b, 2008) and developed by
other authors, such as Ohuschi (2018; 2019). The project, presented in this study, is
divided into two parts. The first is aimed at reading, step by step, the work “Felpo Filva”
(FURNARI, 2006), with indications of how the teacher needs to proceed. The second,
presents the didactic modules of reading and writing of the poem genre, with activities
that contemplate the context of production, the thematic content, the understanding
and interpretation of the text, to which sphere it belongs, the compositional construction
and the style, as well as the Writing and circulation module of the genre. Through the
elaboration of the project, it appears that this theoretical-methodological approach can
enable the teacher to: (a) integrate work with the genre poem and literary text; (b) work
gradually, starting from the students' previous knowledge, aiming to develop reading
and writing skills; (c) dialogue with the literary text, specifically, with the poem; (d) know
the constituent aspects of the poem genre, such as theme, form and style.
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