Apropriação da escrita acadêmica por professor em formação e implicações na sua prática pedagógica.

Abstract

This paper as a study of case, as the main objective of observing the importance of orientation to the teaching learning on academic writing and, at the same time, verifies the possible theorectical methodological implications, on the appropriation of this writing, in a practice of a student-teacher, in course of Pedagogy, during her performance as a trainer. In order to get this, we studied the theoretical basis of Interacionismo Sociodiscursivo (ISD). These studies were made according to Bronckart (1999/2003), but, in this particular case we only investigate the processo f appropriation of this modelo f writing in na experience experienced by the teacher; writing texts from the theorical section of the monograph; the student's recording classes and school activities from the students which were aim of the research. This fact show us another facts, different from the base of orientation, which deserve a deep reflection about the real reason that cause this distance, such as sócio cultural situation of social subject, infrastructure pedagogic as well as curriculum of school. In order of ensuring the validity of the results, we analyze the first and the last textual production from the theorectical section of the monograph, by observing the external and internal (psycological arquétipos) as well as the linguistic-types which involves the proces concerned to the theme related to genre text, which make possible observe the processo f assimilation on academic writing by the student. Besides we mapped the didactic actions from the student - before, during and after our intermediation, verifying i four way of acting with her reflected on her way of acting too. The analyzed dates revealed that the knowledge acquired at University and those got on basic education, are completely distorted because we only could see a correlation during our attendance to the student.