| dc.description.abstract | This work is the result of a research, which aimed to elaborate a didactic genrer project for the systematized teaching of job interview and curriculum vitae genres, aimed at 9thgrade students of Elementary School II. It is an intervention-research that began with the
observation of students and the demand brought by them about the need to prepare for their first job. This proposal aims to improve the work with orality in Portuguese language classes and improve, from the use of these genres, students' knowledge about the use of
language in a business context, based on communication strategies and the use of oral language in formal contexts. It is intended, initially, to explain the characteristics of the Curriculum Vitae genre, as it is a prerequisite for the candidate to participate in a job
interview, to then propose the teaching of the Job Interview genre, pointing out real situations of use of the language spoken outside the classroom. This research is based on the theoretical-methodological assumptions of socio-discursive Interactionism (Bronckart, 1999; 2006), studies on oral and written genres in the school environment (Dolz and Schneuwly, 2004), and studies on Didactic Genrer Projects (Guimarães; Kersch, 2012), (Marques; Kersch, 2014), (Guimarães; Carnin; Kersch, 2015), (Bartholomeu, 2016), and on literacy projects (Kleiman, 2016) in addition to issues related to working with orality (Marcuschi, 2009). Thus, starting from studies on the didactic sequence of genrer, this work proposes a Didactic Genrer Project on the genres in question, prioritizing, however, the Job Interview genre. The aim is, then, to subsidize the teacher's work so that he can compare the students' texts regarding the initial
production and the final production of the genre in question, verifying the possible development of language skills by the students. It is also expected that students, when observing their own practice in a job interview simulation, will be able to build new skills and, thus, give new meaning to their actions and appropriate a new competence to participate in selection processes. | |
