Gêneros epistolares na era digital: perspectivas para o ensino-aprendizagem de Língua Portuguesa

Among the challenges of teaching and learning textual production, there is an urgent need to promote meaningful practices that involve real interlocutors, without restricting school texts to teacher-led reading. Furthermore, it is important to propose activities that reflect on emerging themes in society and the school community, such as adolescent mental health. With this in mind, we aim to present/discuss a proposal for teaching textual production through motivational letters conducted with 2nd-grade high school students at a public school in Bahia. Grounded in the didactic sequence procedure on the genre (Dolz; Noverraz; Schneuwly, 2011 [2004]), students carried out a retextualization activity resulting in letters, which were displayed on a mural in the school's common area, aiming to support emotionally vulnerable individuals and direct them to specialized health services. The analysis of two letters written jointly by two pairs of students revealed that the practice provided not only learning in written expression but also the construction of knowledge to play a social role in different fields of human activity. Furthermore, we noticed that, in the letters prepared, characteristics emerged that consolidate them as motivational letters or support letters.