Writing, mediation and rewriting at the university: The guiding notes as a pedagogical strategy for the linguistic-textual reflection

Autor: Albuquerque, Rodrigo, Mota, Ana Paula, Oliveira, Karine

Publikováno v: Portuguese Journal of Education; Vol. 33 No. 2 (2020); 48-70
Revue Portugaise d’Education (RPE); Vol. 33 No 2 (2020); 48-70
Revista Portuguesa de Educação; vol. 33 n.º 2 (2020); 48-70
Repositório Científico de Acesso Aberto de Portugal
Repositório Científico de Acesso Aberto de Portugal (RCAAP)
instacron:RCAAP

In the light of the concept of proximal development zone (Vygotsky, 1978, 2008) and of the theory of resonance (Sommers, 1980), we aim, in this article, to analyze how the interaction between teacher/monitors and students, through guiding notes (Bran

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::0cda8a9b3ef9a1ba26812e4f25a6951f
https://revistas.rcaap.pt/rpe/article/view/18321