IN THE CONTEXT OF REPRESENTATIONS: THE "KNOW-HOW" THE TEACHER IN RELATION TO WRITING EDUCATION

This article proposes a reflection of the representations that the teacher has writing and teaching writing, checking how and from what situations he has been building his "know-how" in relation to the teaching of writing as well as understanding the ways this teacher being and being in the profession. Uses, as a research method, the written life stories of nine Portuguese teachers of 7th year, working in public schools, the city of Teresina, Piaui. Two theoretical aspects were the basic pillars of this study: one that deals with the concept of Social Representation, the researcher Serge Moscovici and the other with regard to the linguistic notes on language, language and text. Shows, with the data analysis, that while the reports of the interviewed teachers have shown reproduction of old teaching practices, they also reveal acts of those teachers who express concern and attempt to themselves incorporate other practices, reconfiguring thus their representations both written and of his teaching. This research therefore confirms for the importance that should be given to teacher education, a critical-reflexive formation, showing the complexity of teaching practice, since it is guided by reasons of different nature and does not always have positive results.