A influência dos gêneros textuais no desenvolvimento da leitura e da escrita

Abstract

Text genres play a fundamental role in the development of reading and writing skills, especially in the educational context. This study investigates the influence of text genres on student formation, analyzing their importance in the construction of reading and writing competence. The general objective of the research is to understand how text genres can be used to enhance students' reading and writing, providing support for more effective pedagogical practices. Specifically, it seeks to identify the most common genres in the school curriculum, analyze the impact of genre-based teaching on student performance, and assess its contribution to critical and reflective literacy. The justification for this research lies in the need for teaching that contextualizes the learning of the Portuguese language, promoting dynamic teaching connected to students' social practices. The guiding question of the study is: "What are the difficulties and challenges in integrating text genres into the teaching of reading and writing?" To address this issue, the adopted methodology is qualitative, based on bibliographic research grounded in theorists such as Marcuschi (2002), Bakhtin (1992), Costa (2018), and Dionísio et al. (2021), who discuss the social and pedagogical function of text genres. The results indicate that the genre-based approach favors students' interaction with different types of texts, improving their interpretive and argumentative abilities. Moreover, the diversity of genres contributes to autonomy in text production, allowing students to adapt their writing to different communicative contexts. It is concluded that the integration of text genres in the teaching of Portuguese not only improves students' reading and writing proficiency but also empowers them for more critical and active participation in society. Therefore, the research reaffirms the need for methodologies that value text genres as essential tools for language teaching and the development of school literacy.