TEXT 3
“Despite the contemporary calling of the speech/textual genre conceptions to deal with privations in the
educational system (ROJO, 2008), the treatment given to genre, especially in theories operating with the notion
of textual genre, has mainly focused on genre’s stable characteristics and on the development of
competencies/capacities that lead to the comprehension and production of the oral and written genres
circulating in the social world.
One of the implications of this kind of treatment for the literacy practices at school has considerably often been
the genre displacement from micro and macrolinguistic contexts that interact in meaning construction to
abstractly focus on the stable characteristics defining news, comics, recipes, editorial, blogs etc. Another, and
maybe more serious, unfolding is that since it doesn’t look at how genres mingle and hybridize with other
genres and semiosis in processes of constant (re)designing meanings, such a treatment can end up
contributing to the mere (re)production of genres legitimized by school, leaving little or no space at all for the
innovations and destabilization that mingling and transgression processes print to texts in contemporaneity
and, as a consequence, for a critical position in relation to meanings constructed in the margins of what school
validates as acceptable literacy practices.”
OLIVEIRA, M. B. F.; SZUNDI, P. T. C. Multiliteracies Practices at School: for a responsive education to contemporaneity.
Bakhtiniana, São Paulo, v. 9, n. 2, Jul./Dec. 2014, p. 206,207.
The sentence in which the underlined word shares the same word class as “abstractly” in “to abstractly focus
on the stable characteristics defining news, comics, recipes, editorial, blogs etc” is:
