A reescrita na sala de aula e o dialogismo na construção do sujeito-autor

Abstract

This research aimed to reflect on the writings of 7th grade students of Elementary School II, taking into account the rewriting in the classroom guided by the interactive correction of the teacher, according to Ruiz (2010), in order to promote a dialogue and, consequently, an approximation between the student's textual production and his conscience as subject-author. Understanding that one learns to write in the continuous and significant interaction of the acts of writing, considering the dialogic character of language (LEAL, 2003), the Bakhtinian dialogism and polyphony was chosen as the theoretical framework to guide and base this work, with the aim of to lead the student's active responsive attitude. The work was conducted in order to focus on textual production, revision and rewriting in the classroom, understanding that it is through rewriting that the student becomes able to understand that textual production is a process and not a finished product, thus contributing to the awakening of a subject-author of the creation of his text. The procedures proposed by this work had as main objective to analyze how the students developed the process of (re)writing based on the proposed activities, based on their life and writing experiences. The observation and analysis of the process took place through the versions of the textual productions presented by the students. However, during the application of some activities it was observed that the rewriting may appear in other ways besides the already known elaboration of several versions of the same text. It can, for example, unfold in other writings of different texts and, even so, fulfill its purpose, which is to contribute to the expansion of linguistic and discursive knowledge.