ABSTRACT
In this paper, we aim to analyze how the School-Time and Community-Time are marked/represented in the genres Notebook of Reality and Monitoring Notebook, two pedagogical instruments of the Pedagogy of Alternation (PA). It is a research of qualitative-interpretative approach. The corpus is consisted of texts of six copies of the Notebook of Reality and three copies of the Monitoring Notebook, being used in the analysis the enunciative categories in the Benvenistean perspective. The study shows that these genres constitute a place of great relevance for records of activities and allow the student not only to evidence their experiences in the two spaces and formative times of PA, but also to express the reflection, the acquired knowledge, making the generalizations expected by the formation.
KEYWORDS:
discursive genres; writing; enunciation; literacy; Pedagogy of Alternation