Narrativas de crime de ameaça em gêneros que constituem inquérito policial e processo judicial nos séculos XX e XXI : tradições discursivas e proposição didática

Abstract

In recent decades, many researchers have (re)thought the application of knowledge, based on studies with genres, but little based on knowledge of their historicity or with texts from the legal/police domain. Given this reality, our research intends to propose a pedagogical action, based on the Police Report, that makes work with textual genres worthwhile at school for students in the last year of High School, based on the brazilian National Curricular Common Base (BNCC, 2018). In this research, we seek to focus on threat narratives and their teachable dimensions, namely: compositional, thematic and linguistic-discursive. The interest will be to investigate, from a historical perspective, the transformations of these narratives, from the 20th century to the 21st century, especially with regard to significant traces of change and permanence. The theoretical apparatus is centered on the models of Discursive Tradition (TD), Coseriu (1981), Longhin (2014) and Kabatek (2006), on Sociodiscursive Interactionism (ISD), based on Bronckart (1999) and on the Didactic Itinerary, proposed by Colognesi and Dolz (2017). The methodological approach is documentary and qualitative in nature, since the analyzes will be of an interpretative nature, considering the theoretical apparatus explained, in order to suggest a didactic itinerary that contemplates the historicity of the language and the text, supported by official education documents. With this study, our intention is to propose meaningful teaching in the context of the mother tongue, providing the EM learner with textual and linguistic-discursive skills to act in public life, through basic mastery of legal texts.