Causes and consequences: implications from the literacy for the discursive development of students from AYE

Abstract

This article aims to discuss literacy practices and their relevance to language teaching in a textual-discursive view. To this end, we will present Pereira’s research data; Melo (2011) on the discursive-argumentative strategies present in the undersigned, produced during the teaching sequence of the Portuguese Language classes of the AYE, at a school in Teresina-PI. This research showed the possibility of effective teaching, involving theoretical and methodological literacy practices in guided investigative and interactive.