Análise de vinhetas sobre a planificação de sequência didática

This research aims to analyze vignettes produced in the supervised internship of a third-year class of English language and its literatures, in which a student-teacher registered his experiences during the planification of a didactic sequence (DS). The theoretical support comes from the socio-discursive interactionism and its proposal for didactic transposition of genres and the narrative research. Data generation was carried out between April and June of 2019, through the registration and selection of vignettes on DS production. We considered the contextual aspects, thematic segments, voices and modalizations. The results show that the internship activities in general and the work of reflexivity through narrative vignettes enabled more specific work considering the planification knowledge of classes.