Dos saberes para ensinar aos saberes didatizados: uma análise da concep？？o de sequência didática segundo o isd e sua reconcep？？o na revista Nova Escola

given the national scope of a well-known magazine about education in brazil and the role it plays in constructing teachers' representations through the content published, this article aims to analyze the concept of didactic sequence according to sdi and its transposition by nova escola magazine. for the analyses, we use the concepts of teaching languages from the sociodiscursive interactionism (sdi) perspective (schneuwly; dolz, 2004) and its (re)interpretation in the context of foreign languages teaching in brazil (cristov？o 2005, 2007, 2009, petreche, 2008; beato-canato, 2009). the results reveal significant differences between the concept of ds defended by the sdi and the dss published by the magazine.