Textual Genres, Didactic Material and Teacher Education
DOI:
https://doi.org/10.5433/2237-4876.2005v8n1p173Keywords:
Textual Genres, Didactic Material, Teacher Education.Abstract
In this article we aim at presenting an initial analysis of the production of didactic activities around textual genres by teacher-collaborators and student-teachers who participate in a university project. The theoretical and methodological construct is based on the sociodiscursive interactionism (BRONCKART, 1999; DOLZ & SCHNEUWLY, 1998) and on the considerations of this theoretical psychological paradigm about the learning of language capacities (DOLZ & SCHNEUWLY, 1998). Besides a preliminary evaluation of the first didactic sequence produced by the participants of the project, the results aim at indicating the necessary discussion of the relation between the production of didactic material and the professional development/ education of the ones involved.
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