LEARNING THE BOUNDARY BETWEEN PLANNING AND PRACTICE IN THE CLASSROOM

This report is the result of an experiment conducted by the Teaching Practice discipline of Portuguese and Brazilian Literature course UFCG of Letters, in which we conducted an experiment in an institution of public schools in the city of Campina Grande. The study was conducted with a group of 3rd year of high school, which made a course aimed at students' main goal in this stage of schooling: the inclusion in higher education. We developed a course aimed at producing textual and linguistic analysis, in which we work specifically to gender dissertation and adjectives, adjectival phrases and subordinate clauses adjective. We take as a parameter for our classes ENEM (National Exam of Secondary Education,) that evaluates the competence of the candidate's reading and writing through gender dissertational. Our focus was working with the writing and production with the context-specific gender choice, which helps students in training to various communicative contexts they are subject to day-to-day. To guide our work in class, make a module in line with the didactic sequence designed and with the general and specific objectives of this, titled: "Have to say for how to say". In this paper we present a bit of our experience in the classroom, showing the most significant learning from experience, among them: the difference between planning and execution. For so much, as theoretical: Mendonca (2006), Kemiac and Lino (2011) and Souza (2003).