The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language

Abstract

Considering the influences exerted by the conceptions of language and text, as well as the subjective references upon the development of didactic sequences, by means of this qualitative research that generated this article, we have tried to comprehend how the subjective impressions (SILVA, 2008) of the research participants, scholarship students of the Initiation to Teaching Program (ITP) of a university from Northern Paraná State, Brazil, have influenced the choice and development of the activities proposed for the tale genre in the English language. For that, we have followed the theoretical and methodological ISD concepts (BRONCKART, 2009) of didactic sequences (DOLZ; SCHNEUWLY, 2004) of the tale genre in the English language (RIOS-REGISTRO; CRISTOVAO, 2013), so in the end we could present the global text plan (BRONCKART, 2009). This allowed us to point out the content of the analyzed didactic sequences, comprehending the relation between the subjective activities and impressions materialized in the focal group (SERVO; ARAUJO, 2012) carried out with students of the Program. The results show the didactic sequences were strongly influenced by their developers' subjective preferences.