A escrita como processo em construção: uma intervenção na refacção de textos

Abstract

This study aims to investigate and develop ways to intervene in the process of text reformulation based on the writing approach as a process under construction, in which teachers and students participate involved in a joint action of teaching-learning process and construction of meanings. To do it, we will adopt the concept of language as a means of action and place of human interaction and writing as a social cognitive-discursive phenomenon. In order to ground these concepts, we approach Social-Discursive Interactionism (ISD) of Bronckart (2003, 2006) and language as a cognitive phenomenon, according Marcuschi (1999) and Tomasello (2003). We will approach the theory of genres, which constitute the social-discursive functions of writing and the production conditions of the different verbal interactions according to the views of Bronckart (2003) and Dolz & Schneuwly (2004). Through action research methodology, this present study aims to understand issues related to text production at school, from the questioning of teaching practice and the description and analysis of these issues, and propose alternatives to transform the writing activities at school. It is a pedagogical intervention research, which had a public school in the city of Barbacena-MG as a specific scenario and as participants 33 students from the 7th grade (Ensino Fundamental II). The research was developed from the genre “news” and, through a diagnosis of students‟ prior knowledge about the genre in question, we set the aspects to be developed during the modules of a didactic sequence that could guide them during the reading and the production of a piece of news. After the production of the news, having as a focus the last stages of the process – review and text reformulation – we applied and evaluated the use of a text reformulation guideline that would allow the student to recognize and correct problems in their text, according to what had been presented and discussed in the modules. The use of this guideline was tested in two ways: half the class interacted individually with their text and the guideline and the other half worked in pairs when reviewing the text with the guideline. The moment of text reformulation was individual for everyone. According to the results, it is clear that the development of a didactic sequence was the first major step towards intervention in the students‟ writing process, once through it they could understand better the specifics of the studied genre. The opportunity for reflection, revision and text reformulation was also very productive; the results showed that almost 80% of the surveyed students made significant changes in their texts after the text reformulation process. The test of the text reformulation guideline showed it was a good teaching tool to guide students at the time of reformulating their texts. Although not all of the students interacted with the guideline, those who did made relevant and pertinent modifications in their final texts. The work performed in pairs and the one performed individually showed satisfactory results in general, although some differences may be pointed out. The work in pairs showed better results as a whole regarding text reformulation, and the success of the group, which worked individually, was of 72.7% and the success of the group, which worked in pairs, was of 86%. We believe that both strategies can be used by the teacher who should always try to adapt them to the proposed objectives and to the needs of their students.