Historicity in the teaching of text genres: a project for the internationalization of research in portuguese language

Abstract

The heterogeneity of the uses of language and the functioning of texts, with different communicative purposes, whether in the oral or written modality, is observed in the different socio-historically situated contexts, such as, for example, in the different territories and spaces of Lusophany, the focus of this study. Today, educational policies consider the notions of discourse genre or text genre to be central to the teaching of the Portuguese language. However, little is discussed about the didacticization of the socio-historical dimension of language and text, considering their changes and variations over time. An international research addressing the teaching of the Portuguese language as a first language in Brazil and Portugal or as a heritage or additional language in other countries raises the following questions: What is the interest of teaching the historicity of language use and text genres? What teachable dimensions deserve to be associated with historicity? To discuss these issues, we seek the conceptions and the interface between the models of Discursive Tradition (Coseriu, 1981; Koch, 1997; Kabatek, 2006; Coseriu, 2007; Kabatek, 2015; Andrade & Gomes, 2018; Carvalho & Zavam, 2018) and Sociodiscursive Interactionism (Bronckart, 2006; 2012; Dolz, 2013). The analysis of the historical transformation of oral and written genres proposes a theoretical and methodological approach to the uses of language and will allow to exemplify the didactic modeling of the teachable dimensions, considering, over time, variations and regularities, in the context of language and texts, which deserve an observation and reflection with the students.