Text genres and English pre-service teacher education

Abstract

According to the theoretical and methodological assumptions of the sociodiscursive interactionism (BRONCKART, MACHADO, 2004; BRONCKART, 2006; GUIMARÃES, MACHADO, COUTINHO, 2007), the relevance of the studies on text genres for pre-service teacher education is based on its role for the production of socially and historically situated values and forms of action. The groups of texts (belonging to different text genres, which circulate in the scope of pre-service teacher education represent a net of discourses that also help to constitute the professional genre (activity genre) of the teacher to be. These text genres are textualized in different ways in this social activity sphere (BRONCKART, 2006). So, this work intends to a) analyze the characteristics of the opinion articles produced by teachers to be and b) investigate the professional profile(s) that are discursively constructed in the analyzed corpus. The results indicate there was relative mastering of the genre representing important space for reflection on the sphere of the chosen professional activity.