This work aims to present a didactic action proposal to work on the discursive gender
teaching based on the Integrated Didactic Activities (ADIs) of Moura (2017) and intends
to contribute to the process of teaching and learning the language of 4th stage students
Youth and Adult Education. To theoretically base this work, studies by some authors
were used that understand language as a constant process of interaction mediated by
dialogue, among them: Bakhtin (1981, 2003, 3006, 2010 a, 2011 [1979] 2016),
Bazerman (2007, 2011), Kleiman (2002, 2007), Koch (2006), Koch and Elias (2013),
Marcuschi (2002, 2008), Moura (2017a, 2017b, 2017c, 2019). From the theme
Overcoming, a sequence of activities to be developed involving genres of the order of
reporting will be suggested, in addition to the main genre that the reporting of
experiences. By prioritizing interaction and dialogue, they should enable the
improvement of the learner's discursive capacity, enabling him to infer autonomously
in various social situations. Thus, by suggesting a teaching proposal developed from
a dialogical perspective of language, we seek to reach the point where subject of EJA
be considered as critical training, so that he develops a responsive posture and be
able to understand the language, reflect on it and know how to use it in his various
social activities.
|
