Resumo

ANDRADE, Paula Virgínia Chaves Cabral  e  ACIOLY-REGNIER, Nadja Maria. Use of a hybrid technological pedagogical tool in the initial training of teachers in France. Educação. UNISINOS [online]. 2016, vol.20, n.1, pp.117-128. ISSN 2177-6210.  https://doi.org/10.4013/edu.2016.201.12.

This article presents some results of a study that sought to analyze the impact of a hybrid technological pedagogical device (HTPD) developed for the initial training of elementary school teachers in France. An effort was made to analyze the effects of retextualizing written genres when developing professional competencies, based on studies by Acioly Régnier (2007, 1997), Dell'Isola (2007), Pastré (2011), Pastré et al. (2006), Tardif (2000), and Vergnaud (2013, 1994, 1990), among others. The HTPD was used experimentally in a course module at the University of Lyon 2 with 14 students of Master 1. The activities of these students were recorded, throughout one semester, on a blog. What were selected as elements of analysis were the written textual genres of the future teachers, who simulated conflicts and solutions of situations experienced in the classroom. The results show the simultaneous use of concepts and official instructions when dealing with the pedagogical conflicts evoked.

Palavras-chave : Teacher Training; Skills Development; Retextualization Written Genres.

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