The Relationship with Writing throughout Basic Schooling: Fixed or Flexible Images?

ProTextos group contributions

  • Inês Cardoso CIDTFF- Universidade de Aveiro
  • Célia da Graça Lopes Agrupamento de Escolas João da Silva Correia
  • Luí­sa Álvares Pereira Departamento de Educação e Psicologia, Universidade de Aveiro
  • José Ferreira



In this study we present the results of a national questionnaire of students enrolled in the last year of each cycle of basic schooling in Portugal regarding the practices of writing in and out of school. In order to understand the investigative and pedagogical-didactic pertinence of these data, we will first draw a brief presentation of the group responsible and its activity - "ProTextos: The teaching and the learning of the writing of texts" -, an activity relevant for the teaching of writing in Portuguese and other disciplines. 

The activity of the ProTextos group - in all cycles of Basic Education (EB), in Secondary and Higher Education – belongs to the field of Didactics of Writing of Portuguese as a native language and Portuguese as a non-native Language. Affiliated with the principles of Sociodiscursive Interactionism (Bronckart, 1996), the group moves in different institutional spaces and reconciles pluridisciplinary theoretical approaches coherent with the complexity of writing (Adam, 2008; Coutinho, 2005), especially within its social, procedural and personal aspects (Cardoso & Pereira, 2015a). Thus, we focus on the longitudinal development of subjects in written production and, as such, we implement classroom interventions, guided by training and / or research practices that contribute to a teaching that promotes this progression and that considers: i) academic and non academic textual genres (Pereira, 2014; Schneuwly & Dolz, 2004); ii) cognitive models of (re)writing and textual revision (Chanquoy, 2009; Pereira & Barbeiro, 2010); iii) the relationship between subjects and writing (Barré-De Miniac, 2008; Cardoso, 2009).

Pedagogia / Didática