In this dissertation, we present a theoretical-methodological incursion anchored in our Master's
research, developed within the scope of the Professional Master's in Modern Languages
(Profletras). We have as general objective: dimensioning and elaborating a didactic sequence
of textual genres in which the students are led to construct meanings in and through the text
(short stories), using the criteria of textuality linked to their social function in the processes of
reading and textual production. In order to achieve the proposed objective, we developed a
didactic sequence centered on the processes of reading, writing and linguistic analysis based on
the short story textual genre. The sequence is in accordance with the circumscribed guidelines
in the “PCN” - Curriculum Parameters for Portuguese Language of the third and fourth cycle
(1998) and in the “BNCC” - National Common Curricular Base. As a theoretical framework,
we joined studies on textual genres from the perspective of Marcuschi (2008), following
Bakhtin (2016), Koch (2011, 2018), Koch and Elias (2018), Koch and Travaglia (2011).
Relating to the short story genre, in regard to the structural characteristics, types and language
use, we refer to the theories of Faria (2010), Oliveira (2008), Cosson (2018). Based on the
theoretical framework presented, we use action research as a work methodology so that it can
contribute to our own practice and to the ones of teachers who need to absorb this proposal in
their pedagogical work. We elaborated the didactic sequence following the theory of Dolz,
Noverraz and Schneuwly (2004) to contribute in the process of construction of the meaning of
the text through the process of reading, writing and linguistic analysis and its social function,
in the production proposal of short stories by 9th graders of an elementary school in the
Imperatriz city, in the Maranhão state. Our methodology consists of the didactic sequence that
follows all the steps outlined by the authors since the presentation of the initial situation, when
the class has its first contact with the textual genre and its discursive practices, aimed to produce
the first literary short story. The sequence also contemplates the three modules: the first one
contemplated the thematic content, and its social relevance, the second proposes a study on the
compositional elements of the short stories and its importance in the global plan of the text.
And finally, there is a proposal for students to produce another story, putting into practice the
knowledge and / or learning acquired throughout the process.
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