<b>Dissertative text concept for history teachers</b> - DOI: 10.4025/actascihumansoc.v25i2.2173

Abstract

This study examined how history teachers, in the seventh grade classes of elementary school, deal with dissertative/argumentative text writing as suggested by the ministerial document National Curricular Parameters. Classes, teaching materials and written texts evaluation forms of two history teachers of the public school system from state of Paraná were examined in order to verify their dissertative text concept. The results demonstrated their lack of adaptation to dissertation text writing concept for two different reasons: a) lack of knowledge of text typologies and forms of approaching; b) too strong attachment to informative texts. It was verified, in this case study, a reductive conception of writing which is seen only as an evaluation form. It makes necessary a better qualification on text writing studies for this kind of teachers