Abstract
This article aims to discuss the teaching planning process of a didactic sequence in Geography whose theme is watershed, developed in three classes of the 6th year of elementary school in a school in the state network of São Paulo in 2016. The planning proposal was based on the methodology developed by Schneuwly and Dolz (2004), in which reading and writing practices are organized throughout the modules, guided by the concern to explore with students the stable characteristics of the oral and written genres proposed during classes. In this context, we understand teaching planning as the expression of the teacher's conceptions of science and, above all, of the difficulties and possibilities of integration between the physical and the human in Geography classes.
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