Práticas de ensino de escrita no Curso de Letras da UFCG.

Abstract

This research aimed to analyze the teaching practices of two instructors in the program Reading Practice and Texts Production II related to the teaching and evaluation of writing skill, in the Course of Letters of UFCG, Campus I. The analysis data were obtained from interviews, class observations, course plans, as well as evaluative writing tasks corrected by these instructors. We analyzed the writing conceptions, the teaching practices and the school assessment concerning these data. Instructor 1 is updated on sociointeractionist researches, although she seems to be engaged with a reproductive teaching practice. Her evaluations demonstrating engagement with the text structures have the students solely reproduce the theory studied in classroom, without reflecting on writing. As a result, her students tend to develop their teaching based on an applicationist model. Instructor 2, on the other hand, follows a socio-interactionist perspective of teaching, leading her students to reflect on writing practice, and discusses the theory related to it. Instead of sticking solely to the structure of the texts, she considers mainly their social function. Thus, associating practice with theory, her students will be able to better develop the socio-interactionist perspective of teaching.