GENRE DIDACTICAL PROJECTS, PRAXEOLOGICAL WRITING AND PROFESSIONAL DEVELOPMENT OF TEACHERS: A CASE STUDY

This paper presents an analysis of the professional development of a participant teacher from a continuing education course guided by the work with genre didactical projects (GUIMARÃES; KERSCH, 2012, 2014). Designing the notion of textual genre as a psychological instrument (MACHADO; LOUSADA, 2010) and focusing on the praxeological dimension of the teacher’s writing, the article analyzes how the appropriation of this concept by the teacher allows the unveiling of the indicators of her professional development by the analysis of her writing. As a theoretical presupposition, it is assumed the perspective of socio-discursive interactionism (BRONCKART, 2006, 2013; FRIEDRICH, 2012), of didactical transposition (CHEVALLARD, 1985) and of didactic of writing (REUTER, 2013), aiming to analyze the modes of appropriation of the concept of genre didactical projects (in a didactic perspective) and its representation on the praxeological writing of the teacher. The results suggested that the professional development is deeply connected to the transformation of the concept of textual genre in a psychological instrument by the participant teacher