Abstract
This article brings results of a doctoral research based in the studies of Sociodiscursive Interactionism (SDI), particularly, in its didactic aspect. Data was obtained in a field research carried out in a public school of Londrina, Parana State, in a 6th grade class, focused in the didactic transposition of the genre ‘letter of complaint’, under the instrumentalization of the ‘genre didactic sequence’ (GDS) procedure. The epistemological focus of the article concentrates on the analysis of a founder didactic gesture: ‘the internal regulation’ – implemented by the diagnostic evaluation of the students initial production. The objective is to show the accomplishment of this gesture in the development of this step of the SDG, highlighting both the result of the learning diagnostic process and the specific didactic gestures mobilized to set this stage of the learning project. It was found that the didactic approach of the diagnostic regulation mobilized after the writing of the first version of the genre, is essential for the GDS global development, since it shows the ‘errors’ that require the didactic intervention.
Highlights
This article brings results of a doctoral research based in the studies of Sociodiscursive Interactionism
Data was obtained in a field research carried out
The epistemological focus of the article concentrates on the analysis of a founder didactic gesture
Summary
Este artigo traz resultados de uma pesquisa de doutoramento fundamentada nos estudos do Interacionismo Sociodiscursivo (ISD), particularmente, na sua vertente didática. O foco epistemológico deste artigo concentra-se na análise de um dos gestos didáticos fundadores: a ‘regulação interna’ – instrumentalizada pela avaliação diagnóstica da produção inicial dos alunos. O objetivo é mostrar a concretização desse gesto no interior do desenvolvimento dessa fase da SDG, destacando tanto os resultados do processo diagnóstico do aprendizado como os gestos didáticos específicos mobilizados para ancorar essa etapa do projeto de ensino. Verificou-se que o gesto didático de regulação interna, de cunho diagnóstico, mobilizado após a escrita da primeira versão do gênero, é essencial para o desenvolvimento global da SDG, pois evidencia os ‘erros’ que necessitam de intervenção didática. Palavras-chave: gesto didático fundador, avaliação diagnóstica, carta de reclamação
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