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In this article, we discuss the notions of fundamental gestures and didactic action concerning primary Portuguese language teachers. Identifying teachers’ gestures and didactic action can contribute for a better understanding of teaching. In the present article, we focus on teacher interventions in classroom, specifically concerning how topics are conducted in regard to students’ learnings. To discuss these two concepts, we rely on theoretical fields related to the sciences of labor, applied linguistics, and didactics of languages. Methodologically, we discuss the procedures conducted in two studies on three different teaching topics: relative subordinate clause, argumentative essay, and the reading of narrative texts. The identification of teachers’ gestures and didactic action about these topics is aimed at specific grammar, discourse, and reading learnings by students. Our results show that the notions of action and didactic gesture can contribute for a better understanding of teaching. They can also be used by teachers to improve ways of acting in classroom.

As noções de gestos e de agir didático para a formação de professores de línguas: interfaces do trabalho docente