Didactic memory: an integrative teaching gesture of the didactic sequence

This paper is part of a larger study, whose investigation aim was a collaborative intervention involving a 6th grade teacher and students group of a public school located in the suburbs of Londrina, Brazil. The general objective of the research was the didactic validation of the language teaching methodology proposed by researchers who worked under the theoretical perspectives of the Sociodiscursive Interactionism (SDI) within specific Brazilian public school contexts. This study involved the analysis of the implementation of a writing project, which was based on the didactic transposition of the genre 'letter of complaint' and oriented by the idea of the 'didactic sequence' (DS) as an instrument. The objective of this research is to present results related to the teacher's action as far as the mobilizations of the DS is concerned. In order to do so, focus was kept on the founding didactic gestures regarding the mobilization of the didactic memory. Adapted from the source document