DIDACTIC SEQUENCE OF TEXTUAL GENDER: A TEACHING TOOL IN THE LITERACY PROCESS

In this article, we describe and analyze data from a broader research which we seek to investigate the process of constructing a Didactic Sequence (DS) with the genre "letter to author", in a 1st grade class, aiming the development of language skills of the students. As theoretical reference of the work, studies of the didactics group of the languages from the University of Geneva were adopted as contributions (SCHNEUWLY, DOLZ, 2004; DOLZ, GAGNON, DECANDIO, 2010) and Brazilian researchers (NASCIMENTO, 2014; APARICIO; ANDRADE, 2016) on a DS of textual genres to produce knowledge that will contribute to teach the mother language. The method of research is collaborative-interventionist, considering that DS was developed by the researcher and teacher of the 1st grade class, where was made the study. Following a qualitative research approach, the genareted and analyzed data was: field diary records of DS elaboration, audio and video recordings and textual students's productions. The selected analysed data indicates that the DS tool contributed significantly to students advances in developing language skills in the literacy process.