Discursive genders, learning activity and students theoretical thought formation in the context of a humanizing pedagogical practice

Abstract

This article aims to call into question the relationship between the humanizing pedagogical work with the genres of speech and the development of theoretical thinking of students through the learning activity. The process of humanization or education occurs when learners appropriate the knowledge produced socio-historically by previous generations and develop capacities that allow them to act autonomously in the environment in which they live. In the process of learning the mother tongue, the appropriation of discourse genres present in the different instances of social participation of the subjects is essential so that they can use reading and writing as tools for their creative and transformative social action. The conceptual content of genres has in the learning activity an appropriate means by which it occurs such appropriation and the development of the theoretical thinking that makes the students understand the reality in its essence and act consciously and critically in it.