摘要：This study reflects on Bakhtin’s enunciative theory and its possible consequences for pedagogical practice. For the teaching of written language, it proposes a review of the course of educational practices, using language as a dialogical phenomenon, going beyond the concept of language as a structure. In this way, it identifies discoursive event as the catalytic motif of the practice of teaching language. To implement changes in philosophical, theoretical and methodological position and in the consequent pedagogical practice, it attempts to show the need for the articulation of studies (produced knowledge) with teaching (produced and socialized knowledge).This position is sustained by the analysis of the manifestations of written discourse of elementary school students, who participated in a supervised internship project with pedagogical practices that used genres of discourse as a form of knowledge that needs to circulate in the classroom. The analysis revealed that the strength of what is produced in the school sphere is revealed in the student’s production – more as a written task than as knowledge produced with discoursive autonomy. Finally, it summarizes the discussions and highlights the importance of considering the discourse genre as the object of the teaching of language, considering it not for this social sphere, the school, but in this considered as a social sphere.
关键词：Prática de ensino;Língua portuguesa-Estudo e ensino;Crianças-Escrita;Teaching practice;Portuguese language-Study and education;Children-writing
