TEXTUAL GENRES ON SOCIAL NETWORKS AS A TOOL IN TEACHING PRACTICE OF READING AND WRITING IN SCHOOLS: A THEORETICAL APPROACH

Abstract

This work addresses the issue of textual genres on social networks as a tool in the teaching practice of reading and writing in schools. It seeks to understand the use of textual genres in social networks as a tool in the teaching practice of producing meaning in the reading and writing processes. To construct this work, the type of bibliographical research was used, covering important authors for this study: Bakhtin (2003), Marchuschi (2008), Rojo (2012, 2015) and others. As a result, the teaching of the Portuguese language is still monotonous and still produces a vague sense of reading and writing because, in most cases, texts outside the students' reality are taken to the classroom, as well as the mechanics of teaching. of grammar, making the teaching of the mother tongue something resistant on the part of students, thus requiring the school to develop new practices, making use of technology and considering that new pedagogical resources combined with technology can make classes more attractive. To achieve this, a new teaching practice is necessary, as well as greater inclusion of digital technologies and social networks in the teaching of the Portuguese language as a teaching tool in the production of meaning in reading and writing.