Abstract
Inserted in contemporary practices of language teacher education in the context of Applied Linguistics, we discuss in this text the implementation of the program Reading to Learn (R2L, ROSE; MARTIN, 2012ROSE, D.; MARTIN, J. R. 2012. Learning to write, reading to learn - Genre, knowledge and pedagogy in the Sydney School. London, Equinox, 357p., ROSE, 2020aROSE, D. 2020a. Building a pedagogic metalanguage I: curriculum genres. In: J.R. Martin, K. Maton & Y.J. Doran (eds.), Accessing academic discourse - Systemic Functional Linguistics and Legitimation Code Theory. London and New York, Routledge, p. 236-267. https://doi.org/10.4324/9780429280726-10
https://doi.org/10.4324/9780429280726-10...
, 2020bROSE, D. 2020b. Building a pedagogic metalanguage II: knowledge genres. In: J.R. Martin, K. Maton & Y.J. Doran (eds.), Accessing academic discourse - Systemic Functional Linguistics and Legitimation Code Theory. London and New York, Routledge, p. 268-302. https://drive.google.com/drive/folders/1ixRuEVwr1bfSriLQO8loU4KdoY1rGtzu?usp=sharing],
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) in the initial education of English language teachers, as well as the articulation between the curriculum genres and the knowledge genres through a pedagogical metalanguage, According to the theoretical notion of genre proposed by Martin and Rose (2008)MARTIN, J. R.; ROSE, D. 2008. Genre relations: mapping culture. London, Equinox, 289p. and the literacy proposal contained in Rose and Martin (2012)ROSE, D.; MARTIN, J. R. 2012. Learning to write, reading to learn - Genre, knowledge and pedagogy in the Sydney School. London, Equinox, 357p., in addition to the linguistic-grammatical aspects, which are based on Halliday’s Systemic-Functional Linguistics (HALLIDAY; MATTHIESSEN, 2014HALLIDAY, M. A. K.; MATTHIESSEN, C. M. I. M. 2014. Halliday’s introduction to functional grammar. Fourth edition. Abingdon, Oxon: Routledge, 480p. https://doi.org/10.1590/S1984-63982014000100002
https://doi.org/10.1590/S1984-6398201400...
; ROSE; MARTIN, 2007). We aim to present how metalanguage can be produced and recontextualized from linguistic theory to work with teacher education, from theory to practice, in a specific context: pre-service teachers participating in the Institutional Program of Initiation to Teaching Scholarships (Pibid) and from that point to teaching.
Keywords
genre-based pedagogy; Sydney School; pedagogical metalanguage; Systemic Functional Linguistics; Institutional Program of Initiation to Teaching Scholarship (Pibid)