THE DIARY GENRE AS AN INTERESTING INSTRUMENT FOR THE INITIAL STAGE OF TEACHER'S DEVELOPMENT
Keywords:
Diário, Interação, Escrita.Abstract
As part of the research group "Interação e escrita no ensino e aprendizagem" (Interaction and writing in teaching and learning – UEM/CNPq), this work aims to discuss the partial results on the role of the personal/shared diary genre in the discipline Teaching Practice in Portuguese Language, from the perspective of the social interactionism and Bronckart’s socio-discursive interactionism. During the year 2006, student-teachers produced personal diaries whose ultimate aim was mainly to obtain a more effective interaction between the teacher developer and the teacher under development (the student-teacher), having in mind, mainly, the low rate of motivation and trust with which the academics start this discipline. However, besides this role, others related to this genre came up. This study points to the importance of seeing text genres as a psychological tool (cf. Schneuwly, 1994), in the vygotskyan sense of the term, which means that the diary can be considered an interesting instrument for the initial stage of teachers’ development.
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