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Cordel as discursive genre. Writing. Authorship. Didactic sequence.
Given the need for the Portuguese language teacher constantly mediating the promotion of reading and writing in the classroom, considering the language in their pluridiscursivos aspects, the work of the teacher must be linked to teaching practices that resignify do pedagogical . From this perspective, this research seeks to (re) learn the writing process authorship of 9th graders of elementary school of the State School Professor José Fernandes Machado of Natal / RN. Therefore, we set up as an object of research / intervention the line, discursive genre that is not part of the canonical list adopted by schools. In this context, the present work had as main objective the task of systematizing the gender discourse string as an aid in writing authoring process for 9th graders, taking advantage of a Didactic Sequence that guided all written production. In this sense, part of a real communicative situation: a string of literature contest for which the students were asked to produce copyright texts. In addition, the publication of twine produced in booklet format to be shared with readers of the school community in which the research subjects are situated. This research is based on the theory of Bakhtin (2011, 2015) and Circle, considering the dialogism of language in concrete activity of use. To give work account with the Didactic Sequence, seek anchorage in Schneuwly, Noverraz and Dolz (2004) and Lopes-Rossi (2011). But the discursive string genre study was based on authors such as Batista (1977), Maxado (2012) and Santos (2006); and writing-related studies are subsidies Garcez (2010) and Geraldi (2013), among others. The aspect of the research is qualitative / descriptive / explanatory nature, centered on Dialogic Discourse Analysis (DDA) and sought to answer three discursive categories: composition, authorship and style, taking into account the dialogical relations of these statements.