Guidelines for teaching writing in the context of the Desafio Nota 1000 Program

Abstract

The main objectives of this article are: 1) to analyze the conception of writing and the teaching of writing in the guidelines of the Desafio Nota 1000 Program; (2) verify whether these guidelines favor the teaching of writing. To achieve these objectives, we analyzed the materials referring to the second phase of the program under approach. As theoretical support, we seek to resort to Koch and Elias (2009), who discuss writing, as well as to Dolz, Noverraz and Schneuwly (2004), which deals with the production of organized text from a didactic sequence. The results indicate that there is, in the context of this teaching practice, a certain concern to favor the production of texts, not only in the program in question, but also for the writing test of the National High School Examination. However, the necessary conditions for the production of writing are restricted to a systematic model, which refers to traditional conceptions of writing and writing teaching.