Written production and teacher training

Abstract

This article presents a discussion about the written as a training experience for students and teachers. Historically, the school has assumed the role of teaching to read and write, over time it has privileged reading over writing, which means that we leave without any more meaningful experiences or ability to write. This research is of a theoretical-bibliographic study with qualitative data analysis. The foray into the literature allowed authors to be found to theoretically support the reflection and interpretation of the proposed theme. Dialogue with works by scholars such as Barthes, Marques, Biachetti, Machado, made possible the deepening of writing as a practice of knowledge and authorship, as well as raise questions and build arguments in favor of writing and its relationship with teacher training. The findings allow us to affirm that writing is secondary in school and those teachers, for the most part, fear it and do not use it as an experience for their training and the training of students. Writing can be a powerful resource in favor of inclusion and political empowerment and the estrangement from writing can lead to loss of opportunities for personal growth and expression of ideas.