Didactic Engineering and the Didatization of Literary Genres: Teaching Poetrix in Teacher Education Contexts

Abstract

This article analyzes the contributions of Didactic Engineering to the teaching of Portuguese as a mother tongue, based on the didatization of the literary genre Poetrix, articulating the principles of Sociodiscursive Interactionism and Genre-Based Didactics. Although genre-based teaching has been consolidated in Brazil, there are still gaps in the didactic approach to specific literary genres, especially those that are contemporary and not traditionally included in school practices. In this context, the study aims to explore the potential of Poetrix as a teaching object and to propose a didactic device for its implementation in educational settings. This qualitative intervention study was guided by the principles of Didactic Engineering, involving prior analysis of the genre, development of a didactic model, design of a didactic sequence, and its implementation in a teacher education workshop with primary school teachers in a rural public school in the Federal District, Brazil. Data analysis was conducted within the framework of Sociodiscursive Interactionism, focusing on the development of action, discursive, and linguistic-discursive capacities. The results reveal a progressive process of genre appropriation, moving from linear and explicit productions to more condensed, inferential, and expressive texts. The final line emerges as a key meaning operator, retroactively reshaping the interpretation of the text and producing the characteristic “surprise effect” of Poetrix. The study concludes that the articulation between Didactic Engineering, and Sociodiscursive Interactionism provides a powerful framework for the didatization of literary genres, contributing to language development and teacher education.