出版社：FURB - Fundação Universidade Regional de Blumenau
摘要：A theoretical analysis on learning to teach writing with special reference to the initial training of the future teacher in the language undergraduate course is provided. Current investigation contributes towards the Portuguese language teacher in the context of writing interaction and its role in the process. Taken from the point of view of Applied Linguistics, investigation is based on the interaction within language’s social and historical perspective, according to Bakhtin, Vygotsky and to Brazilian researchers following the former theoreticians. Current authors report that (a)interactional verbal aspects suggested by Bakhtin/Volochinov (1992) and associated to Vygotsky’s (1988) social and interactional perspective constitute writing as interaction; (b) in Brazil the interactional and writing relationship occurred as from text production, which, in its turn, is a concept disseminated by Geraldi (1993); (c) the idea of writing as a produce, suggested by Geraldi (1996), Fiad & Mayrink-Sabinson (1994) and systematized by Sercundes (1997), is linked to interaction; (d) in the learning of writing the teacher must develop the idea that s/he must become his/her own other (BAKHTIN, 2003); e) writing and rewriting practices are required in the language undergraduate course as a continuous learning-teaching practice so that students develop and systematize their work with writing. Key words: writing; interaction; teachers’ training; language undergraduate course.
其他摘要：A theoretical analysis on learning to teach writing with special reference to the initial training of the future teacher in the language undergraduate course is provided. Current investigation contributes towards the Portuguese language teacher in the context of writing interaction and its role in the process. Taken from the point of view of Applied Linguistics, investigation is based on the interaction within language’s social and historical perspective, according to Bakhtin, Vygotsky and to Brazilian researchers following the former theoreticians. Current authors report that (a)interactional verbal aspects suggested by Bakhtin/Volochinov (1992) and associated to Vygotsky’s (1988) social and interactional perspective constitute writing as interaction; (b) in Brazil the interactional and writing relationship occurred as from text production, which, in its turn, is a concept disseminated by Geraldi (1993); (c) the idea of writing as a produce, suggested by Geraldi (1996), Fiad & Mayrink-Sabinson (1994) and systematized by Sercundes (1997), is linked to interaction; (d) in the learning of writing the teacher must develop the idea that s/he must become his/her own other (BAKHTIN, 2003); e) writing and rewriting practices are required in the language undergraduate course as a continuous learning-teaching practice so that students develop and systematize their work with writing. Key words: writing; interaction; teachers’ training; language undergraduate course.
关键词：Palavras-chave: escrita, interação, formação de professor, curso de Letras.
