History of writing teaching in Brazil
Posted: Sat Apr 19, 2025 10:30 am
The teaching of writing in Brazil had its foundations systematized at the end of the 18th century, a period in which the practice was called “Composition”.
At that time, the emphasis was on mastering grammar and reading, aspects considered essential for the education of students. Thus, writing was seen as an extension of these basic skills, without further delving into its creative or communicative dimensions.
Until the 1970s, writing instruction find your mobile number database focused on grammatical standardization and the logical organization of ideas. Thus, writing was seen as a simple translation of logical thought, as analyzed by Bunzen (2006). Thus, this approach reflected a more traditional educational model, in which students' creativity and personal expression were secondary to formal correctness.
In the 1970s, significant changes occurred with the implementation of Law No. 5,692/1971. In this sense, this legislation brought new perspectives to the teaching of writing, valuing it as an act of communication and expression.
In this way, writing began to be recognized as an essential instrument for the development of students' communication skills, as well as a means of exploring their creativity.
During the 1980s and 1990s, there was a growing appreciation of textual production, which became central to the teaching of the Portuguese language. In this sense, the publication of the book O texto na sala de aula , by Geraldi (1984), was an important milestone.
In this way, the work criticized the traditional and outdated practices of teaching writing, proposing instead the use of the term “textual practice” as a substitute for “writing”. In addition, the author highlighted the importance of methods that stimulate interaction, creativity and critical reflection of students in their written productions.
Active methodologies for teaching writing:
Active Methodologies place the learner at the center of the teaching-learning process, that is, promoting learning through discovery, investigation or problem-solving. Therefore, this approach meets the demands of the BNCC , which prioritizes skills such as critical reflection and collaboration.
1. Flipped Classroom (FS)
It is an active teaching methodology that reverses the traditional logic of the learning process. In this model, students have contact with theoretical content before classes, usually through materials made available by the teacher, such as videos, texts, podcasts or digital platforms.
Thus, the face-to-face class, in turn, is intended for the practical application of the content, resolution of doubts, debates and collaborative activities.
Before class: students access content in advance (via TDIC or AVA), preparing themselves for the in-person moment.
During the class: the focus is on the practical application of the content, with collaborative activities and teacher mediation.
At that time, the emphasis was on mastering grammar and reading, aspects considered essential for the education of students. Thus, writing was seen as an extension of these basic skills, without further delving into its creative or communicative dimensions.
Until the 1970s, writing instruction find your mobile number database focused on grammatical standardization and the logical organization of ideas. Thus, writing was seen as a simple translation of logical thought, as analyzed by Bunzen (2006). Thus, this approach reflected a more traditional educational model, in which students' creativity and personal expression were secondary to formal correctness.
In the 1970s, significant changes occurred with the implementation of Law No. 5,692/1971. In this sense, this legislation brought new perspectives to the teaching of writing, valuing it as an act of communication and expression.
In this way, writing began to be recognized as an essential instrument for the development of students' communication skills, as well as a means of exploring their creativity.
During the 1980s and 1990s, there was a growing appreciation of textual production, which became central to the teaching of the Portuguese language. In this sense, the publication of the book O texto na sala de aula , by Geraldi (1984), was an important milestone.
In this way, the work criticized the traditional and outdated practices of teaching writing, proposing instead the use of the term “textual practice” as a substitute for “writing”. In addition, the author highlighted the importance of methods that stimulate interaction, creativity and critical reflection of students in their written productions.
Active methodologies for teaching writing:
Active Methodologies place the learner at the center of the teaching-learning process, that is, promoting learning through discovery, investigation or problem-solving. Therefore, this approach meets the demands of the BNCC , which prioritizes skills such as critical reflection and collaboration.
1. Flipped Classroom (FS)
It is an active teaching methodology that reverses the traditional logic of the learning process. In this model, students have contact with theoretical content before classes, usually through materials made available by the teacher, such as videos, texts, podcasts or digital platforms.
Thus, the face-to-face class, in turn, is intended for the practical application of the content, resolution of doubts, debates and collaborative activities.
Before class: students access content in advance (via TDIC or AVA), preparing themselves for the in-person moment.
During the class: the focus is on the practical application of the content, with collaborative activities and teacher mediation.