O ensino e aprendizagem do gênero textual relato de leitura a partir do ciclo de aprendizagem baseado em gêneros da escola de Sydney.

Abstract

This article presents a teaching and learning methodology focused on the contextualization of the textual genre reading report (RL), which was developed through an action research carried out within the scope of the Pedagogical Residency Program. And, from there, we describe how the process of construction of linguistic meanings occurs to materialize the language in the production of the textual genre. Which has articulated the teaching of genres based on stages and phases, systematized according to Systemic-Functional Linguistics. The research was carried out in a school context with students from the 3rd grade of high school, in which we analyzed the text produced by the participants in the joint construction, stage of the learning cycle based on genres of the read to learn program, emphasizing the communicative purpose of the genre, related to to the schematic structure, as well as to the linguistic characteristics. In this sense, we theoretically rely on Rose; Martin (2012) apud Muniz da Silva (2015), Muniz da Silva (2014) and Gouveia (2014), considering that they present several researches and reflections on the theme that this text seeks to discuss. So that it is possible to provide ways for the teaching and learning of the reading report genre to be carried out in a plausible way. As a result of the research, it was possible to perceive that the students were able to develop and improve the cognitive capacity with regard to the teaching and learning of the textual genre reading report, considering that the final product was carried out effectively, respecting the steps, phases and circumstances that materialize the use of language.