THE NATURE OF THE FINAL PRODUCT ON DIDACTIC PROJECTS

Abstract

This article reports the results of a research in progress, whose aim is to assess the project design that guides literacy teachers who claim to work with educational projects. The first data collection instrument was an interview with 21 teachers and this work analyzes a specific focus on the results, basing them, opposing them and contextualizing them according to the theoretical conception of language taken here. The results indicate that teachers rely on various theoretical contributions in building their own conception of the term, and also diverse levels of ownership of each of these contributions.