ABSTRACT
This paper discusses the consequences of adopting discursive genre perspective in school sphere, based on work with an oral genre, deliberative debate, as a didactic sequence worked with High School/Professional Education students, based on model proposed by Geneva group. The results of this practical provided many important topics of discussion, by indicating that, although there are difficulties in using genres in teaching-learning situations; there are also many teaching possibilities that can help teachers to contextualize work with mother language. The data enabled us to describe the genre to foment its uses in classroom through the multimodality axis.
Key-words: genres; debate; multimodality; teaching