Didactic Sequences as a potential instrument of the reflective formation of teachers

ABSTRACT This paper aims not only to report the continuing education of Elementary School teachers which comprises the first stage of the development of a strictu sensu research project (Masters in Languages), but also to present two didactic sequences addressed to the teaching of text production in both genres, the article of opinion and news. The planning of the material happened during the mediation process of two collaborating teachers involved with the research which in turn was grounded on the theoretical and methodological contributions of sociodiscursive interactionism (regarding the construction of models and didactic sequences) and on the action-research paradigms and collaborative work. In the investigated context, interventional collaborative research is understood as an effective methodology for bringing the research products developed at the University into the schools.

摘要 本研究不仅旨在汇报作为严格意义上的语言学硕士研究项目开发第一阶段的小学教师继续教育工作，同时还将呈现两套针对评论文章与新闻报道两类文体的文本写作教学的教学序列。本教学材料的规划工作依托两位参与本研究的协作教师的教学指导流程完成；本研究的理论与方法论根基为社会话语互动论（其对教学模型与教学序列的构建具有指导意义），以及行动研究范式与协作式教研模式。在本次调研语境中，介入式协作研究被视为将高校研发成果引入中小学教学场景的有效方法论。