The knowledge taught in classrooms of summary writing genre

In this article, we describe classrooms of the summary genre, taught by a 9th grade teacher, from a private school located in Belém, in order to investigate what the dimensions of the summary genre are taught, and to analyze if the way in which they are pedagogized allows students to appropriate the contents and knowledge taught about the target genre. As a methodology, we adopted the qualitative research approach and we did a case study, in order to observe, understand and interpret the teaching practices of a teacher. For the analysis of the data, we are based on studies on textual genre, didactic sequence and written. Based on the analysis of the classrooms, we observed that the great challenge that is imposed to the gender pedagogization in school is the change in the theoretical-methodological approach used to treat the teaching object