This work reflected on teaching writing learning in Middle Education from the use of active methodologies, especially situation-problem solving. The first objective was to analyse the application of active methodologies in drafting classes in the 3th series of Middle Education in a private college within São Paulo. Subsequently, on the basis of the reflections generated by the activities, the aim was to produce a didactic sequence focusing on the guidance of text-producing teachers that could contribute with the written production teaching teaching in basic education. The methodology used was based on research (FRANCO, 2005), active methodologies (MACEDO, 2005) and construction of teaching sequences (GUIMARATES; GIORDAN, 2011; ZABALA, 1998). An adaptation of the UN Assembly simulations methodology was also used. In general, students had a significant gain in performing their argumentative skills, in oral and written production, reflecting on autonomy, empathy, human rights and consensus. However, the activities raised the need to expand the use of such methodologies and educational situations that stimulate autonomy in previous series, not only at the end of the cycle. As regards the construction of the didactic sequence, a productive path has been shown to divide the experience and broaden the discussion on active methodologies, as well as essential to move from intuitive to reflective practice. Finally, the research made it clear that the field is fruitful for many reflections and transformations on editorial teaching and learning.