Learning the Textual Genre Tale of Horror through the Didactic Sequence tool

Abstract

This paper presents a personal experience report with in the Programa Institucional de Bolsa de Iniciação à Docência (PIBID). The activities carried out were implemented through a didactic sequence, in which the textual genre tale of horror was worked on following the sequence model proposed by Dolz, Noverraz, and Schneuwly (2004). Its main objective was to provide students with mastery of the horror story genre, aiming to contribute to the student's protagonism in school. Additionally, with the application of such didactic sequence, national works were presented to the students, aiming at the appreciation and knowledge of Brazilian culture. Thus, during the process, methods such as the initial and final production of the horror story genre, linguistic and textual analysis of genre samples, group dynamics, and correction of productions by the students were used. Throughout the process, students engaged in activities, participating in discussions and analyses of the functioning, aspects, and elements of the horror story. In the end, it was possible to observe, when comparing the initial and final productions, that a significant number of students mastered the elements of the textual genre, understood its functioning and role in society, were able to produce the horror story genre adapting it to its production context, and understood the role and use of the adjective grammatical class in horror stories.