Didactic Sequences as a potential instrument of the reflective formation of teachers

ABSTRACT

This paper aims not only to report the continuing education of Elementary School teachers which comprises the first stage of the development of a strictu sensu research project (Masters in Languages), but also to present two didactic sequences addressed to the teaching of text production in both genres, the article of opinion and news. The planning of the material happened during the mediation process of two collaborating teachers involved with the research which in turn was grounded on the theoretical and methodological contributions of sociodiscursive interactionism (regarding the construction of models and didactic sequences) and on the action-research paradigms and collaborative work. In the investigated context, interventional collaborative research is understood as an effective methodology for bringing the research products developed at the University into the schools.

Key-words:
Sociodiscoursive Interacionism; Textual Genre; Didactic Transposition; Didactic Sequence