A INFLUÊNCIA DO ENSINO POR COMPETÊNCIAS NA PRODUÇÃO TEXTUAL DOS ESTUDANTES DO ENSINO MÉDIO

This article analyzes the influence of implementing competency-based teaching on the development of writing and text production skills in high school students. This study investigates how the transition from a content-based curriculum model to one focused on socio-emotional and cognitive skills alters classroom dynamics and students' writing proficiency. The methodological procedures are based on a systematic and specialized bibliographic literature review of recent official documents, selecting works that discuss the new national curriculum guidelines and literacy pedagogical practices. The analysis focuses on the articulation between the theory of textual genres and the mobilization of practical knowledge to resolve complex demands of daily life. The main results indicate that competency-based teaching favors the construction of a more autonomous author-subject, capable of adapting their discourse to different communicative contexts, although the effectiveness of this approach depends on the continuing education of teachers and the re-signification of assessment practices. It can be concluded that the competency-based approach, when well applied, transcends isolated grammatical correction, promoting more reflective, contextualized, and socially relevant writing.