Pesquisas sobre gêneros na escola

The official Brazilian discourse on Portuguese language teaching, for more than twenty years, has been based on the assumption that the text, linked to a genre, should be seen as an object of work in the country's classrooms (Brasil, 1998; 2018). However, it is clear that something isn ́t working, given the fragile reading and writing results that the country has been obtaining in national exams, such as Enem and Saeb, and international exams, such as Pisa, in addition to being stagnant for many years at more elementary levels of the Functional Literacy Indicator (Inaf). Based on this, we ask how the issue of genre in teaching has been addressed in the Language Sciences, focusing to the Northeast region (NE) of the country. We aimed to map the academic work defended in linguistic studies graduate programs (PPG) in NE on first language teaching based on genres, considering the focus on research that consider both specific genres and different types of generic groupings. We start from academic works that do exploratory studies on a broad spectrum of textual production and reading, such as Araújo (2010), Ataíde et al. (2019), Pimentel (2019) and Carvalho e Sousa (2023). As methodological procedures, we carried out a survey of dissertations and theses defended in twenty graduate programs in the area of Language Sciences, from 2011 to 2021, looking for those that discussing the relationship between genres and basic education. The results indicate that, although we have made significant advances in the field of genre studies, including graduate programs nationally recognized as excellent in these studies, the number of research on stricto sensu programs that point to Brazilian basic education classrooms is still very low, suggesting a certain distance between what happens in academia and outside the university walls

Exploratory research · Literacy · Portuguese · Education Pedagogy and Practices · Gender, Sexuality, and Education · Science and Education Research