ELABORANDO UMA PROGRESSÃO DIDÁTICA DE GÊNEROS - ASPECTOS LINGÜÍSTICO-ENUNCIATIVOS ENVOLVIDOS NO AGRUPAMENTO DE GÊNEROS “RELATAR”

Abstract

In this paper, I discuss in some details linguistic and discursive aspects that might be involved in the elaboration of didactic progressions to teach-and-learn a group of discursive genres in the domain of “reporting”, namely diaries, travel diaries, biographies and historical reports. I will focus on more general discursive aspects concerning the production conditions, the themes, the compositional forms of genres and the compositional procedures, as well as on grammatical aspects concerning linguistic forms of discursive genres, both relevant to the construction of didactic progressions to teachand- learn this group of genres. The theoretical basis to the present discussion is a vygotskian sociohistorical theory of teaching-and-learning, that takes a bakhtinian theory of discourse as an adequate description to language and discourse and that reinterprets both of them in a didactic way focused on it’s educational applications and it’s didactic transpositions in regular basic school, as proposed by part of the team of Educational Sciences of the University of Geneva, especially Schneuwly and Dolz. Therefore, I will discuss, in this paper, various linguistic and discursive aspects involved in the elaboration of didactic progressions in these genres belonging to the “reporting” group of discursive genres. Since the “reporting” group of discursive genres is not the most discussed in the work of the team of the University of Geneva, this paper can add new aspects to the reflection about teaching-andlearning progressions in language teaching.