THE TEACHING OF WRITING IN SCHOOL

processes and ruptures

Abstract

The writing teaching based on languages conceptions which occult the fact of the discursive heterogeneity, based on the univocity ideal and on the belief of an existence of a unique sense, which one could be controlled, promote ruptures in relation to the pathways how the texts are produced in our impress culture and the order of the speeches which this production allowed. These ruptures refer to the authorship notions, the argumentations and demonstrations modes, and the relations among the support, the text categories and the reading/writing forms. Discuss in this work, the consequences of the ruptures in the impress order to the scholar practice of reading and writing text production.