Teachers’ metier genres: Language as a teachers’ work instrumentalization

ABSTRACT When focusing on the teacher’s metier, it appears that, in order to perform the real of the activity this professional uses and teaches language. It happens that, many times, he may find difficulties in performing daily tasks due to the fact that he may not have appropriated discourse genres inherent to his doing. Immersed in the themes of language and teacher training (Bakhtin, 2011; Rojo, 2015; Kleiman, 2008), this study seeks to inventory the discourse genres that constitute the teacher’s work at the four levels of education and reflect on the importance of these texts to the concreteness of the teacher’s working. The research is justified by the potential it has to contribute to the discussions about teacher education curricula, considering the need to recognize the relevant role of these discourse genres in practice. From the empirical research, it was possible to inventory the genres used in teaching practices and organize them in four discoursive functions: routine activity, interpersonal communication, planning and documentation.