A fundamentação pedagógica como género de escrita na construção da profissionalidade docente

Abstract

The model implemented for initial training of language teachers implemented at the Faculty of Arts of University of Porto (Ellison 2007; Hurst 2010; Silva et al 2013) is developed through a reflective process. Such process involves, among other dimensions, writing as a strategy to improve awareness of presuppositions or assumptions underlying the teaching practice and the reasons underpinning the decisions during the planning of teaching practice. One of text genres circulating in this area is the pedagogical and didactic rationale. Despite empirical evidence of effectiveness of this rationale in the development of pedagogical-didactic awareness, the discursive matrix of this textual genre has never been described. This study aims to analyze the overall configuration of the pedagogical-didactic rationale, based on the parameters of functionality, composition and style (Bakhtin 1984; Bronckart 1996, 2008). This description captures a set of linguistic-discursive regularities (Coutinho, 2004, 2014) that provides a better understanding of the nature and functioning of texts belonging to this genre. Besides its theoretical validity, we underline also the relevance of this study in improving the quality of the texts produced by language teachers during initial training.