Reflexões de licenciandas em Letras sobre a elaboração de sequências didáticas na formação para a docência

• Autor(a) principal: Melo, Fernanda Pereira de
• Data de Publicação: 2023
• Outros Autores: Lima, Gustavo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/47131
• topic: Ensino de gêneros; sequência didática; formação docente

In school language practices, it is already possible to find movements that points to changes in language teaching. In this context, the planning of activities through the didactic sequence emerges as a methodological strategy that enables the implementation of a socio-interactionist conception of language in the classroom context. This article aims to discuss, from the perspective of undergraduates in Letras, the implications of an experience involving the elaboration of didactic sequences for the teaching of genres in teacher education. As a theoretical contribution, we used Bakhtin (2003), Marcuschi (2002/2008), Schneuwly and Dolz (2004), XXXX (2016) among other collaborators. From a methodological point of view, semi-structured interviews were carried out with two undergraduate students who participated in an experience involving the elaboration of didactic sequences within the scope of a discipline of the degree course in Letras at a federal public university. The students' verbalizations pointed to possibilities of a prospective didactic action (XXXX, 2016) as Portuguese language teachers.