DISCURSIVE GENRES IN THE SCHOOL: EMANCIPATORY EVENT OF READING

Abstract

This paper proposes to reflect about the contribution of discursive genres as an educational focus in multiliteracies. Although the concept of genre, grounded in the discussions proposed by the Bakhtinian studies, appears in official documents such as the PCNs, it is necessary to reflect on how they have been circulated, received and produced at school to think about the effective importance of working with genres in the classroom and this is the relevance of this article. The hypothesis is that, often reduced to the material form, the genres in various contexts are used as a pretext for the teaching of normative grammar or other punctual content. Therefore, this article presents a propositional embryonic reflection of work with genres in a dialogical way (especially focused on the interdiscursive and intertextual relations of a certain utterance), with a view to education in multiliteracies. The objective is to verify the relevance of the interactive approach to the effective integral formation, which includes the educational sphere as social practice. Class is understood as the occurrence of a unique event, a singular act. And to demonstrate concretely how it is possible to carry out a work of emancipatory critical education, with a view to the exercise of citizenship, an essential function of the school, we start with an illustration: a prototypical dialogical embryo conceived with Dom Casmurro - the novel, the miniseries and the comic book -, with focus on situated/contextualized enunciative completeness (content-form-style) in social practices, based on some figurative (metaphorical and metonnymic) processes.