Application of the Cycle of Teaching and Learning in Light of Genre Pedagogy

ABSTRACT Working with reading and writing has been a challenge in Youth and Adult Education (YAE) classes, given the particular characteristics of this teaching modality. In the search for an efficient methodology, we implemented, in a high-school class, a study program with textual genres in light of the Sydney School principles (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012), adapting it to the Brazilian context. Thus, this article aims at reporting an experience undertaken with YAE high school students and demonstrating that staged writing tasks can contribute to the linguistic development of students who have gaps in their school education. For that purpose, we suggested the production of autobiographical reports in cycles, to which the three stages that constitute the Genre Pedagogy - Deconstruction, Joint Construction, and Independent Construction - were applied. The results point to gradual and essential improvement in the quality of the students’ textual production.