This paper is part of a larger study, whose investigation aim was a collaborative intervention involving a 6th grade teacher and students group of a public school located in the suburbs of Londrina, Brazil. The general objective of the research was the didactic validation of the language teaching methodology proposed by researchers who worked under the theoretical perspectives of the Sociodiscursive Interactionism (SDI) within specific Brazilian public school contexts. The study focused on three different aspects: a) the teaching objects/instruments; b) the students and the development of their discursive capacities; c) the teacher in his/her didactic action. This study involved the analysis of the implementation of a writing project, which was based on the didactic transposition of the genre "letter of complaint" and oriented by the idea of the "didactic sequence" (DS) as an instrument. This paper is based on the theory of the didactic gestures, which was expanded by Brazilian researchers affiliated with SDI and adapted by researchers from Genebra, from the concept of professional gestures of the Clinic of Activity. The objective of this research is to present results related to the teacher's action as far as the mobilizations of the DS is concerned. In order to do so, focus was kept on the founding didactic gestures regarding the mobilization of the didactic memory (or learning memory). This gesture has proven to be of great importance when it comes to the development of the DS, because it was responsible for the articulation between the other founding didactic gestures and can, therefore, be considered as an integrative tool within the "letter of complaint" writing project and as a unifying object of the developed DS.
didactic sequence; didactic gestures; didactic memory
