MEIRA, Glenda Hilnara Silva.; SILVA, Williany Miranda da.
Resumo:
This a research investigates external factors responsible for interfering in pre-service teachers’ reverberate
performance as well as in their acquired knowledge concerning writing as a teaching objective. In order to do
so, we analysed three pre-service teachers, according to interviews, class journal and classes recordings,
based on theory regarding literacy and the socio-discursive interactionism. The data presented external
practices (identified as religious and professional places), regular, in contact with writing, used in the
classroom via linguistic-discursive strategies; however, they were far from a notion of teacher-student
interaction; far from the notion of writing as a process; and of the mobilization of the (type of) writing
produced at the outdoors environment mentioned.
