Keywords
Experiential knowledge
Didactic transposition
Appropiation of models
How to Cite
Abstract
This work examines the conception on the teaching of written language of teacher of Portuguese going through continuos formation. The analyses show that in spite that both scholarly knowledge and experiential knowledge interfere in the formulation of concepts of the teaching of writing, the latter seems to exert a greater influênce, since the School tradition favors the appropriation of formulaic structures related to text genres.
References
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Copyright (c) 2005 Línguas e Instrumentos Línguísticos
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