The productivity of the notion of scenography for the approach of speech genres in the classroom

Abstract

This article reflects on the approach to discourse genres in the classroom, specifically through an enunciative-based discourse analysis. The objective is to discuss the issue from the notion of scenography, proposed by Dominique Maingueneau (2008; 2011; 2015a; 2015b; 2020) as one of the three scenes of enunciation engendered in the functioning of a text. The plasticity of the restrictions of a genre, to a greater or lesser degree, is an issue that has been poorly discussed, for example, in national documents that regulate education, such as the Common National Curriculum Base. In this sense, the discussion about scenography is one of the possible paths to fill this gap, as the varied relationships between the scenography and the scenic framework (englobing scene and generic scene) can contribute to the break with certain readings about the discursive genre that end up framing it as a mere textual format. In addition to exposing the theorization of scenography, relating it to some aspects of language teaching, the article presents the analysis of a song, in order to illustrate the scenographic variability that is characteristic of certain genres.