THE PRODUCTION CONDITIONS OF THE EDUCATION OF THE LETTERS COURSE AND THE RELATIONSHIP WITH THE TEACHING OF WRITING
Letters Course. Formation. writing. Text.
This thesis is written on the theoretical assumptions of French Discourse Analysis articulated to the History of Linguistic Ideas and aims to understand the production conditions of Letters Courses and the relationship with the teaching of writing, observing how this formation is textualized in the Pedagogical Projects of the courses. Four questions guided this work, namely: Do Letters courses offer conditions for the future teacher to work on writing in Basic Education? How are the National Curriculum Guidelines – DCNs textualized in curricula? How many disciplines and which of them are dedicated to the issue of writing? How do they present themselves in relation to teaching? In order to do so, the analytical focus focuses on the menus and bibliographic references of some disciplines of six courses of Letters from both State and Federal Universities representing all Brazilian regions, understanding them as discourses that produce meanings about language teaching, especially , on the way of conceiving writing and its teaching. Thus, the way the courses are organized, materialized in the PPCs, are considered as part of the production conditions for the teaching of writing, understanding that the teacher's training reflects on the way in which the teacher will conduct the work with writing at school.