Digital genres in Portuguese Language textbooks: dialogism and text production teaching

Abstract

This article examines the approach taken by Portuguese Language textbooks regarding discursive genres as objects of teaching. Specifically, it analyzes how a select High School textbook organizes the process of text production within the digital genre of the “video resume” (videocurrículo), aiming to highlight the (dys)functionality of this genre and the meanings that emerge from the dialogism within each utterance guiding the production activity. The theoretical and methodological framework supporting this investigation is Dialogical Discourse Analysis, grounded in the principles of the Bakhtin Circle; specifically, the concepts of concrete utterance, discursive genre, responsiveness, and dialogism. The results indicate that achieving truly active responsive understanding from students, as well as ensuring the effective functionality of text production proposals, requires a dialogic engagement between teacher, student, and the textbook author’s ideas. It is precisely this interaction that enables students to exercise agency in their activities and become protagonists of their own learning process. Ultimately, this empowerment allows them to comprehend any concrete utterance in which they are immersed and to produce any discursive genre required within their spheres of activity, whether in digital or traditional environments.