Abstract:
This article analyzes episodes in Portuguese language classes, which were experienced by a work group throughout 2013 and 2014, in public schools in Belo Horizonte, Brazil. The data were analyzed from a qualitative perspective and revealed the way that teachers and students deal with texts that circulate within society. The analysis suggests that, while taking discursive genres or metalanguage as the object of study, the pedagogical procedure requires attention to what students and teachers construct discursively when faced with the task of teaching and learning Portuguese, as well as making it possible to make the case for a critical analysis of thexts in the day-to-day context of schooling.
Keywords:
teaching of Portuguese ; discursive genres; critical analysis of texts .