ENTRE O “DIZER” E O “FAZER”: O DUPLO ESTATUTO DA NOÇÃO DE GÊNERO NOS DOCUMENTOS ORIENTADORES /PRESCRITORES DO ENSINO NO BRASIL

Abstract

This paper presents some considerations about the notions of textual/ discursive genre presented in the documents which guide/prescribe Portuguese as First Language teachers’ practice concerning the Curricular guidelines of Rio Grande do Sul (RIO GRANDE DO SUL, 2009). The study brings up some clues that point out to a conceptual and terminological hybridization in which a double statute is applied to the notion of textual/discursive genre as a teaching object. This hybridization points points to the fact that, in first language pedagogy, there are still space for debate on the work with textual/discursive genre and to elaborate interfaces which concern the enlargement of this theoretical and methodological field.