The didactic sequence in context

• Autor(a) principal: Pinto, Maria Beatriz
• Data de Publicação: 2023
• Outros Autores: Fonseca, Carolina Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/47148
• topic: Didactic sequence; Linguistic-discursive capacities; Writing; Secuencia didáctica; Habilidades lingüístico-discursivas; Escritura; Sequência didática; Capacidades linguístico-discursivas; Produção escrita

In this paper, we discuss how we enlisted Swiderski and Costa-Hübes’s (2009) proposal of adaptation for the adapted version of the Dolz, Schneuwly and Noverraz’s (2004) didactic sequence (DS) in order to achieve context-specific objectives. Our interventions were based on interactionist socio-discursive assumptions for language teaching, in which gender is an instrument for the development of language capacities. Our instructional objectives were: to foster the development of linguistic-discursive capacities (LDC) for the production of a mystery tale (“whodunit”) and to foster the development of a writer posture, with attention to the several stages of the writing process. In adapting the DS to our goals, we added a specific module for text planning and proposed an activity of mediated text revision, using a check list as instrument for learning. We analysed the evolution of LDCs in our students’ texts in order to assess to what extent our instructional goals were accomplished. Analysis suggested noticeable progression in the focalized LDCs, which advanced from “introductory” or “basic” to “advanced” level. From this experience, we highlight the role of DS in potentiating teachers’ authorial dimension, since they can take hold of this construct and create/adapt their own DS for specific objectives.