Didatização de saberes acadêmico-científicos e escrita da prática docente como eixo formador do professor de língua portuguesa.

Abstract

This article discusses the way in which the study of didactization of academic- scientific knowledges and the study of teachers academic-professional writing can contribute to teachers academic-professional literacy in his/her process of education. The reflection presented focuses on the importance of integrating, during the teacher education process, the discourse which imparts theoretical knowledge and that which imparts practical knowledge, emphasizing writing practice as a superior stage, which enhances professional awareness. Thus, the teaching and learning of the genre didactic experience report is shown as a resource to the undergraduate teacher in his/her development as a writer and a permanent agent in his/her field.