A fundamentação pedagógica como género de escrita na construção da profissionalidade docente

• Autor(a) principal: Silva, Maria de Fátima Henriques da
• Data de Publicação: 2015
• Outros Autores: Rodrigues, Sónia Valente, Carvalho, Ângela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://repositorio-aberto.up.pt/handle/10216/82672
• topic: Humanidades; Humanities

The model implemented for initial training of language teachers implemented atthe Faculty of Arts of University of Porto (Ellison 2007; Hurst 2010; Silva et al 2013) is developedthrough a reflective process. Such process involves, among other dimensions, writing as a strategyto improve awareness of presuppositions or assumptions underlying the teaching practice and thereasons underpinning the decisions during the planning of teaching practice. One of text genres circulating in this area is the pedagogical and didactic rationale. Despite empirical evidence of effectivenessof this rationale in the development of pedagogical-didactic awareness, tthe discursivematrix of this textual genre has never been described. This study aims to analyze the overall configurationof the pedagogical-didactic rationale, based on the parameters of functionality, compositionand style (Bakhtin 1984; Bronckart 1996, 2008). This description captures a set of linguisticdiscursiveregularities (Coutinho, 2004, 2014) that provides a better understanding of the natureand functioning of texts belonging to this genre. Besides its theoretical validity, we underline alsothe relevance of this study in improving the quality of the texts produced by language teachersduring initial training.