Práticas de letramento e suas relações com o ensino de escrita.

Abstract

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.