SIGNIFICANT TEACHING AND DIDACTIC SEQUENCE FROM THE PERSPECTIVE OF TEXTUAL GENRES IN PORTUGUESE LANGUAGE IN THE FINAL YEARS OF ELEMENTARY SCHOOL

Abstract

This article addresses the theme of education reflecting the proposal of meaningful teaching, based on the didactic sequence in the perspective of textual genres integrated with the significant teaching practices of Portuguese language in the last year of elementary school. Having as general objective to analyze the use of didactic sequence in the perspective of textual genres, related to the significant practices of teaching of the Portuguese Language in the final series of the elementary school in the education of the field in the municipality of Rorainópolis-RR. The methodology of a literature review, in which the investigation has a qualitative focus, took place through bibliographic research that guided studies and deepening on the theme, used works by authors such as Dolz, Dias, Koch, Bortoni-Ricardo, among others. As expected results, the research shows that the practice with sequence occurs sporadically, that some teachers have difficulties in systematically developing their intervention with sequence. It was clear that even though it was a suggestion from the Municipal Education Department, there is no effective monitoring of the final years, as the focus of monitoring is more concentrated in the early years of elementary school. Finally, it is concluded that the practice with didactic sequence based on the textual genre, used in the few moments worked in the classroom, has positive effects, which justifies that this proposal can provide a more significant teaching of the Portuguese language, minimizing the learning difficulties at this stage of teaching.