Didactic sequences - from initial training to the classroom: didactic experiences of a teacher-researcher

• Autor(a) principal: Miranda, Alessandra Magda de
• Data de Publicação: 2023
• Outros Autores: Pereira, Regina Celi Mendes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/47149
• topic: Teacher Training; Didatic Sequence; Language Capacities.; Teacher Training;; Didatic Sequence; Acting of teacher; Language Capacities; Formación Docente; Secuencias Didácticas; Capacidades del Lenguaje.; Formação Docente; Sequência Didática; capacidades de linguagem

In this article, we reflect on the impacts of the experiences lived by a teacher-researcher (TR), during her initial training, in her teaching practice as a portuguese language teacher in basic education, regarding the work with didatic sequences (DS) for the study of genres and the work with language capacities (SCHNEUWLY; DOLZ, 2004). Our study, of qualitative approach and applied nature, whose procedural approach was action research, has as data the review carried out by the TR in opinion articles produced by 2nd year high school students, during the execution of a DS. Thus, we aimed specifically to analyze the strategies adopted by TR for the revison of texts, verifying the language capacities prioritized by her. Our study is situated in the area of Applied Linguistics and is based on the theoretical and methodological framework of sociodiscursive interactionism (SDI). As a result, we found that, when making use of different resources for the revision of texts, the TR contemplates all language capacities in different ways, prioritizing the linguistic-discursive capacities. And, in general, we showed how productive the use of the DS methodology in her teaching practice was for the teacher's training process.