CICLO DE APRENDIZAGEM BASEADO EM GÊNEROS

Over three decades, the so-called researchers School of Sydney, in the areas of language and education, have described the structure of genres and developed a pedagogy of genres for the teaching of reading and production of texts (which is now in its third generation), based on the systemic-functional approach to language (Painter 1996; Rothery 1996; Martin 1999; Christie 1999; Macken-Horarik 2001; Coffin 2006;Martin and Rose 2008). The current literacy program based on gender is known as Reading to Learn (Rose and Martin 2012; Rose 2013). It is a teaching methodology that integrates the teaching of reading and writing to the school curricula in primary and higher education. The goal is to teach reading and writing skills that enable students to succeed in reading and textual production of curriculum genres of families\udof the stories, the stories, the arguments, the interpretation and procedures whose social purpose is to entertain, inform and evaluate. The teaching-learning cycle based on gender requires the exchange of responsibility between teachers and students\udbecause the teacher provides all the support that students need to approach and take ownership of genres, and students also take responsibility for their own learning. In this article, I will present the programa Reading to Learn, the learning cycle based on\udthe teaching of genres and description of the families of genres, its stages and phases