Discursive genres in Portuguese classes: student’s development as written text-statements producer

Abstract

The theme of this article is the Portuguese class, focusing on factors that compromise  students' formation as written text-statements producers in different discursive genres. The data was generated through an action research, with an ethnographic anchor,  carried out in the Portuguese classes of  a 1st-year high school class, in a state school situated in São José, Santa Catarina. The chronical genre was the main focus of the research. The analysis of the texts produced was done according to two main theoretical axes: Vigotski’s social-interactionist anchoring and Bakhtin’s concept of discursive genres. The results show the lack of appropriation of the chronicle genre by these students as reflected in the texts produced by them. This may point to the fact that the school have not been preparing students to be producers of written texts-statements.