Abstract:
The present dissertation is situated in the field of studies of textual production in school and
uses the reading and production of reviews as a way of supporting the teaching of language and
textual production from the discursive genres, and the review as a resource of production, from
the perspective of writing as a process, through an intervention proposal. This work consists of
two fundamental parts: the first, memorialistic, presents the human being and the researcher
behind the research, his teacher training course and the context of the place, time and people in
which the intervention project was born. The second presents a study of language teaching and
its resources in textual production and a proposal for intervention in the production of discursive
genres to reflect a possible contribution of recursive review in the qualification of writing based
on the teaching of review through a didactic sequence. Therefore, starting from the choice of
the review because it is a discursive genre that has important social functions according to
Goldstein, Louzada, Ivamoto (2009) and Melo (2003), this work was based on the conception
of writing as a process (OLIVEIRA , 2010) and the result of social interaction (FIAD, 2006),
in the treatment of the review as a resource for production (GARCEZ, 1998), in the reflection
of the dialogic aspect of the text from Bakhtin (2003) and Antunes (2003), in the perspective
of literacies practices observed by Soares (1998), Kleiman (1995) and Brian Vincent Street
(2014), in the exposition of the review from the perspective of linguistic analysis from the
studies of Geraldi (1996 and 1997) and in the basis of language teaching through the discursive
genres defended by Bakhtin (2003) and Marcuschi (2008).
