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This article discusses the use of didactic tools in teaching the textual genre Review. For this, the actions of a teacher who used the Didactic Sequence as the guiding instrument of her pedagogical practice during her action research of the Professional Master's Degree in Literature are analyzed. It aims to analyze theoretical questions about the teaching of gender and the practice of classroom. The results demonstrate that, despite not having appropriated some theoretical knowledge about gender teaching, the teacher seeks to contemplate in her practice activities that stimulate the students to carry out true actions of language in the classes.

REFLEXÕES SOBRE A PRÁTICA DOCENTE NO ENSINO DA ESCRITA/REESCRITA DA RESENHA DE FILMES