Writing as a Process in Teacher Education: Analysis of a Didactic Sequence

Abstract

This study presents the results of an implementation and the analysis of a didactic sequence in the language teacher education aiming to discuss the possible reconfigurations in the formative practices focused on writing as a process and the knowledge necessary to teacher education. For this, we grounded our studies on the theoretical assumptions of Sociodiscursive Interactionism (sdi) (Bronckart, 1997/2009), the genre-based approach to language teaching (Bakhtin, 2003; Schneuwly & Dolz, 2004), language capacities (Schneuwly & Dolz, 2004; Cristovão, 2009, 2013; Cristovão & Stutz, 2011; Stutz & Cristovão, 2011), the procedure of Didactic Sequence (Dolz, Noverraz &, Schneuwly, 2004), conceptions of writing and rewriting (Menegassi, 2005; 2010; Dolz, Gagnon & Decândio, 2010; Beato-Canato, 2008; Beato-Canato & * This work is a result of post-doctoral research developed at unige-University of Geneva-fapseFaculté de Psychologie et des Sciences de l’Education, supervised by the professor Dr. Joaquim Dolz, to whom I am very grateful for the partnership and collaboration, subsidized by the scholarship system capes, process number bex 0767-15-8. ** University of Geneva, Switzerland. I am very grateful to Professor Joaquim Dolz for this special partnership. E-mail: belinhatog@yahoo.com.br *** Universidade Estadual do Paraná, Campo Mourão, Brazil. We are grateful to Professor Charles Bazerman for his intellectual guidance, insightful and valuable criticism. We also thank Professor Marileuza Ascencio Miquelante for her valuable reading of this work and her contributions. E-mail: joaquim.dolz-mestre@unige.ch 256 | Maria Izabel Rodrigues Tognato & Joaquim Dolz Cristovão, 2014) and the knowledge to be taught and the knowledge for teaching (Hofstetter & Schneuwly, 2009). A didactic sequence focused on writing was implemented and analyzed in the English language initial teacher education context at unespar-Universidade Estadual do Paraná-Campus de Campo Mourão-pr, in Brazil, in 2015. Some future teachers’ initial and final papers were analyzed in order to identify some aspects of their learning and education processes. The critical analysis of the didactic sequence implemented and the future teachers’ written productions allowed us to reflect on the future teachers’ learning and development needs and the necessary knowledge to the formative practices, revealing that the work with writing as a process, the articulation among different textual genres, and the necessary adjustments to the didactic sequence can be significant tools to the development of teacher’s argumentative and professional capacities.