Abstract
This article aims to present the results of an action by the Academic Literacy Laboratory of the University of São Francisco, which is the construction of a didactic model of a text genre in order to provide support for the teaching work of law school professors. To this end, it focuses on the legal genre of the judgment and carries out an analysis based on the framework of Sociodiscursive Interactionism (Bronckart, 2023, 2009) and the didactic propositions of Schneuwly and Dolz (2004) and Dolz and Gagnon (2015), in addition to the discussions on literacy by Lea and Street (2014). The results lead us to realize that the details obtained from the didactic model can contribute to the work of the professor in order to provide the development of their students' literacy during the undergraduate course.
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