A didatização da escrita: implicações teórico-metodológicas.

Abstract

This paper aims to reflect about teaching writing and also about the didactic sequences to teach discursive genres proposed by Passarelli (2004; 2012), Dolz, Noverraz & Schweuvly (2004) and Lopes- Rossi (2006, 2012). Specifically, we aim to analyze and to discuss about the theoretical principles that support these didactic sequences. We also intend to observe how these principles are methodologically and how they can contribute to teach textual production both in school education and in graduate courses. This reflection is based on investigations carried out through the research project “Ensino de Leitura e de Produção de Gêneros do Discurso: perspectiva semântico-discursiva, a partir de Sequências Didáticas (ELPGD)”, developed at PROFLETRAS/UFPB. The investigations are applied and interventionists and they have demonstrated the effectiveness of didactic sequences to teach writing. They also demonstrate that the different kinds of didactic sequences, based on a socio-interactive conception of language, allow the learner, when he produces a text, identify the context of utterance and understand that the writing has author, interlocutor, function and interactive nature. They also allow the re-writing exercises and a formative evaluation.