MODELIZAÇÃO DIDÁTICA DE GÊNEROS E A FORMAÇÃO DO FUTURO PROFESSOR DE LÍNGUA INGLESA: IMPLICAÇÕES NO PROCESSO DE CONSTRUÇÃO DO CONHECIMENTO

Abstract

Framed on the conception that the construction of didactic models of genres can become a meaningful instrument in pre-service teacher education since it engages the future teacher in the reflection about the didactic triad (subjects, teaching object and tool) and in research about his/her own practice (CRISTÓVÃO, 2002; SZUNDY; CRISTÓVÃO, 2008), this paper discusses the construction of knowledge about the future pedagogical practice triggered by a didactic modeling genre project developed during English Methodology classes in a university in the North of Brazil. The reflection about the teaching-learning process fostered by the project is based on two data sources: a didactic sequence (SD) about blogs developed by two teachers during their pre-service education and excerpts from the final report written by them after the experience of applying the SD with high school pupils. The comparison between these two data sources indicates the relevance of genres didactic transposition in pre-service education processes.