From knowledge to be taught to didactic knowledge: an analysis of the conception of didactic sequence according to the SDI and its reconception in Nova Escola magazine

Abstract

Given the national scope of a well-known magazine about education in Brazil and the role it plays in constructing teachers’ representations through the content published, this article aims to analyze the concept of didactic sequence according to SDI and its transposition by Nova Escola Magazine. For the analyses, we use the concepts of teaching languages from the Sociodiscursive Interactionism (SDI) perspective (SCHNEUWLY; DOLZ, 2004) and its (re)interpretation in the context of foreign languages teaching in Brazil (CRISTOVÃO 2005, 2007, 2009, PETRECHE, 2008; BEATOCANATO, 2009). The results reveal significant differences between the concept of DS defended by the SDI and the DSs published by the magazine.