Ensinar a escrever - um dilema e muitas práticas.

Abstract

this investigation analyses the mobilization of theoretical knowledge on writing in the curricular components ofthe subjects Prática de Ensino [Teaching Practice] and Estágio Supervisionado [Supervised Training], both taught in two campi of U FCG . The objective is to investigate the result o f the knowledge on writing in view of the articulation between theory and practice both in writing as a teaching object and as a study for undergraduate students. The theoretical framework is based on Barton e Hamilton (2000) and Tardif(2007), among others. The compilation ofdata has allowed a comparative analysis between the situations of orientation pinpointed by teacher trainers, in which the results demonstrate the challenge ofcreating a profile of the future professionals of the area, due to the fact that the diversity ofpractices does not allow the identif cation of writing conceptions consolidated or systematized.