ABSTRACT
This study proposes to discuss the status of writing as a curricular component of the subject Portuguese language in the Brazilian school. Therefore, it presents, initially, an overview of the ways in which writing is approached in the historical course of the constitution of Portuguese language teaching, in what it refers to the curricula and teaching programs and the didactic materials proposed. Next, this historically constructed status of writing is contrasted with current Portuguese language teaching practices mediated by students for licentiate in Letters, on the occasion of an internship in schools of the public system of the city of São Paulo (Brazil). The description and analysis of the process of implementation of a teaching project about argumentative written text by a student, as recorded in your internship report, allow us to problematize some of the challenges that the writing approach poses to teaching practices and to the training of the Portuguese language teacher.
Keywords:
teacher training; teaching portuguese language; writing