A didatização da escrita por licenciandos do curso de Letras-Português da UFPE

Abstract

In this work, we aimed to identify and analyze the ways in which the undergraduate in a Letters-Portuguese mobilizes the disciplinary knowledge related to writing to teach writing in the curricular practicum of class regency. In order to constitute the theoretical reference, we support, on the one hand, authors who, in addition to an application view, understand the practicum as a privileged moment of articulation between theory and practice in initial teacher training, and defend that teacher knowledge is composite and heterogeneous; On the other hand, in terms of didactics of writing, we adopt the presuppositions of the socio-instructional paradigm of Portuguese language teaching, in which writing is understood as social practice and, therefore, demands knowledge of several orders and not just those of a structural nature . We performed a qualitative research whose corpus were oral reports and written reports submitted by undergraduates in a Letters-Portuguese course of UFPE at the end of the regency activities of classes from the final years of elementary school. The results showed that the undergraduates did not adequately explain the ways of writing didatization and that it is necessary that the training institutions devote more attention to this aspect during the initial training course.