The representations of writing and teaching for elementary school teachers

Abstract

This paper reflects upon writing and teaching representations, constructed by the teacher during his/her personal and professional history. We used as methodology the collection of oral reports from six teachers. The analysis revealed that representations constructed by teachers result from the meeting with different discourses and practices received about written and teaching during their life. In dialogue with these discourses, they showed, rather than reproduction, conflict, resistance and different attempts to build another understanding of the act of writing and teaching writing.