Article in Press
This article is currently in the Just Accepted phase. The final published version may have formatting changes or additional corrections.
Abstract
The literate practices made possible, by the bias of writing in the manual of Portuguese in grade eight, are linked to the structuralist model, which conceives the language as neutral and objectivist, discrediting the individual demands and the responsive act of the students. Thus, in this article, from the perspective of writing as a social practice, it is chosen, as objective, to discuss how the command approaches of textual production of the discursive genres in manual of Portuguese in grade eight, enables the appropriation of literacy practices in Portuguese Language Teaching in Mozambique. The theoretical framework followed the approaches of Menegassi (1995, 2003), Lima and Fuza (2019), among others. However, the agency materiality consists of recurrent enunciatives of manual of Portuguese in grade eight, which shed light on that perspective, through a qualitative approach. Therefore, the results suggest that the writing commands present in teaching manual do not display all the necessary conditions for a textual production that enables the appropriation of literacy practices.
