TEXT GENDERS AND DIDATIC TOOLS FOR TEACHING AND LEARNING PORTUGUESE

The aim of this article is to propose thoughts on the process of teacher formation, theoretically based on the principles of discourse as social interaction that defend the idea that the development of people happens in social activities, in an environment constituted and organized by different pre-constructions and by means of mediation processes, mostly language-related ones. Thus, since birth, people can get these so-called social pre-constructions, what permit their development and, dialectically, enables them to contribute for their own permanent transformation. With this in mind, we assume that the role of the linguist in activities related to teacher formation goes far beyond the supply of subjects adequate for teaching, for this work approaches all the levels of educational activity, with a critical, collaborative and methodologically and theoretically developed attitude.