Genre’s pedagogy for higher education:

case of economic thinking

Abstract

The current article aims at presenting the Pedagogy of Textual Genres (Rose, 2016); through cases and classroom experiences in which strategies were applied to improve the reading competence of texts in Economics; based on the "Teaching - Learning" cycle of the Sydney school. The qualitative research involved 54 students, during the 2017-2018 period, attending Economic Thinking 1 lessons, fifth semester. The results show an improvement both of their reading skills and writing processes; additionally, a better quality of assimilation and understanding of the contents is also acknowledged. It can be concluded that, by means of this pedagogy, a motivating impact concerning the reading competence of the students involved occurred, which makes it advisable to continue perfecting this line of classroom intervention research.