Efeitos da formação inicial nas práticas de ensino de escrita de uma professora de língua portuguesa do ensino fundamental.

Abstract

This article analyzes the impact of a pre-service teacher education program on the writing practices of an elementary school teacher from a Pedagogy Course, who teaches at a public school in the state of Paraíba. The rationale was based on the notions of writing as a socio-discursive activity and text genre as an empirical entity of discourse organization. To this end, the article discusses the contribution of theories related to writing and genres used at academic education, through that teacher’s reports about her education process, as well as her text production proposal. The data analysis shows that the appropriation of knowledge about the theories of situated writing and genres may favor the resizing of the writing teaching practices.