Saberes de escrita do professor em curso de formação continuada do Programa Escrevendo o Futuro

Abstract

In performing their institutional and pedagogical duties, teachers engage in language practices that reflect the social agency inherent in their profession, constituting a form of literacy for work. This study focuses on the continuing education course "Didactic Sequence: Learning Through Reviews," offered by the "Escrevendo o Futuro" Program in a Distance Education format. Based on personal experience as a course participant, this study investigates the knowledge related to writing that is taught to educators, aiming to reflect on the teaching of this language practice as it connects to teachers' professional actions. The central question guiding this research is: What do the writing knowledge mobilized in continuing education courses reveal about the perspective on teacher training? The general objective is to investigate the ways in which writing knowledge is mobilized to understand the underlying conception of continuing education. This is further divided into three specific objectives: (1) to identify the process of teaching writing in teacher training courses; (2) to characterize the didactic process of writing instruction based on prescriptions and representative products - reviews; and (3) to relate the writing knowledge mobilized by teachers in the course "Didactic Sequence: Learning Through Reviews" to the conception of teacher training. The theoretical framework addresses teacher work and writing instruction, with initial reflections on teacher training, work sciences, and teacher knowledge, followed by considerations on writing instruction, professional writing, and sociodiscursive interactionism. This study employs a qualitative, descriptive-interpretative approach within Applied Linguistics, with documentary and ethnographic characteristics. The corpus includes documents from the investigated course, alongside data from a focus group session and an interview with participating teachers. Results indicate that the didactic process focuses on instructing teachers on the review genre, emphasizing its composition. The learning of didactic sequences occurs with reference to the course9s methodology. The writing knowledge emphasized the experienced teaching, alongside perspectives on teacher education based on consulted studies4characterized by instrumental and technical approaches4and indicators of teachers9 stances as evidenced in research instruments. It is concluded that continuing education instructions are focused on scientific and pedagogical dimensions. As students, teachers develop a preparatory and instrumental relationship with knowledge, learning in training what they will later apply in the classroom. Didactic-pedagogical decisions are conveyed to educators through mediators, with an emphasis on allowing these choices to evolve during the course rather than being predetermined, thus adapting to situations that motivate their redefinition and adjustment to meet participant demands and perspectives. Finally, guidance is presented with the intention of supporting the planning and management of studies aimed at teacher education.