A reescrita dirigida como parte do processo de consolidação da escrita

Abstract

This dissertation, entitled Directed rewriting as part of the writing consolidation process, had its intervention plan applied to a 7th grade class at E. E. Sebastião Medeiros – Leopoldina/MG. This is an excerpt from Profª Drª's macroproject Lucilene Hotz Bronzato (UFJF): For a pedagogy of writing: proposals for solutions to writing problems presented in school situations and its objective was to develop, with students, practices of directed collective rewriting, through a didactic sequence of the genre film critical review. For the development of this project, students watched films related to Greek mythology, produced critical reviews of these and rewrote them collectively, following the guidelines present in the directed rewriting scripts, which directed these students to the parts of the text that needed to be refined to be suitable both the gender under study and the socio-communicative objective. Authors adept at Textual Linguistics and Sociodiscursive Interactionism were consulted to support the teaching work, as Dolz, Noverraz and Schneuwly (2004), Marcuschi (2008) and Bakhtin (1992; 1998), in addition to a varied range of contemporary authors who follow the line of thought of these researchers, who see the text, that is, the use, as a starting point for the study of language. Writing, and especially rewriting, are seen as essential parts, are seen as essential parts of the process of acquiring linguistic resources necessary for textual production. Also consulted were the documents teaching guidelines, such as the National Curriculum Parameters - PCN - (BRASIL, 1998) and the National Common Curriculum - BNCC - (BRASIL, 2017). Through the pedagogical notebook elaborated with the modules that composed the didactic sequence of directed collective rewriting of the film critical review genre, whose hypothesis that mediation, by the teacher, collective directed rewriting, perform out by means of directed rewriting scripts, is able to instrumentalize the student to produce and rewrite, autonomously, a text of a certain genre, it is expected to subsidize teachers who believe that a work focused on mediation of rewriting through scripts that identify, reflect and propose more efficient linguistic mechanisms for the production of a certain textual genre can lead the student to become a more proficient writer more proficient in the most varied communicative situations, as recommended by the PCN and the BNCC.