This research aims to investigate the characteristics of interaction present in
Portuguese Language Textbooks, as well as to analyze whether the Didactic
Sequences that, applied in these, favor the achievement of students' written
proficiency. The study is supported by works on the teaching of writing, produced under
the perspective of Applied Linguistics, whose language is conceived as a product of
social interaction. In this way, the study is anchored in the estimated ones of Bakhtin
(1976 [1926]), Bakhtin/Volochínov (2006 [1929]), and Volochínov/Bakhtin (1976
[1926]). Regarding verbal interaction and concerning speech genres, this research
uses Bakhtin's (2000) conception of discursive genres. One is about a study of
qualitative-quantitative-interpretative, that if it bases on the sociointeractionist
perspective of education. For in such a way, the following collections of Portuguese
language used in most public schools in Porto Nacional –TO were selected and
analyzed, but in particular by the researcher of this investigation in his teaching
practice: “Projeto Teláris” (BORGATTO; BERTIN; MARCHEZI, 2015), of 9th year of
Basic Education and 3rd year of Elementary Education; “Português Contemporâneo:
diálogo, reflexão e uso” (CEREJA; VIANA; DAMIEN, 2016). About the first collection,
it was chosen two textual genres for analysis. In the second collection, three textual
genres and the dissertative-argumentative textual type were selected. In the results
obtained trought the analyzes, it was found that the Textbook of the 9th of Basic
Education presents some interaction characteristics, which denotes a certain limitation
in the process of interaction and acquisition of proficient writing, and furthermore, the
Didactic Sequences are not presented in a clear and systematic way, nor is there a
clear exploration of the discursive genres; as for the Textbook of the 3rd year
Elementary Education, it is noticed the presence of some interaction characteristics,
however with greater explicitly of the Didactic Sequences in the writing production
process, which favors the achievement of writing proficiency in the student. Therefore,
the results showed that teaching textual production, contemplated by the
characteristics of interaction, as well as the application of Didactic Sequences
systematized in the Textbook, makes it possible for students to reach their written
proficiency, in addition to enabling them to transit in the speeches with greater
competence.
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