O trabalho colaborativo em práticas de revisão e reescrita de textos em séries finais do ensino fundamental I

• Autor(a) principal: Gasparotto, Denise Moreira
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4258
• topic: Revisão; Reescrita; Gênero discursivo; Ensino - Aprendizagem de língua materna; Brasil.; Revision; Rewriting; Discursive genre; Mother language teaching-learning; Brazil.; Linguística, Letras e Artes; Letras

This is a qualitative research of ethnographic and collaborative nature. It approaches the teacher practice on revision and rewriting of narrative texts, having the discursive genre Horror Short Stories as instrument, with students from 4th and 5th grade of Elementary School, in a town school from Terra Rica, Northwest of Paraná State. The study is substantiated in the conception of writing as a work; in Bakhtin's Circle assumptions, concerning to the dialogism, the responsivity of written discourse and the discursive genres; and in researches about text revision and rewriting, from Applied Linguistics studies. The subject is justified by the necessity of theoretical practical knowledge, by Portuguese Language teachers, about text revision and rewriting processes and its adequacy to the studied genre and the scholar age. That way, during the second semester of 2012, it was performed a theoretical methodological collaborative job with a teacher, focused on text revision and rewriting and having the characterization of Horror Short Story genre as a guiding instrument of the processes, with the aim to contribute for teaching-learning practices of text production from the focused genre. The collaborative theoretical methodological job developed with the teacher embraced the following steps: 1) theoretical subsidies about: a) writing conceptions; b) characterization of the elected discursive genre; c) study of theoretical methodological proposals of text correction; d) revision comments routings in student text; e) linguistic discursive operations in rewriting; 2) collaborative discussions to subsidy the job proposal comprehension and the evaluation of actions in course. The results of the analyses show: a) internalization of theoretical methodological assumptions by the teacher; b) the existence of different levels of interaction, when the revision considers the focused genre elements and the student scholar age; c) the orientations and the accompaniment with the teacher, collaborative job, as necessary practices for the mother language teaching learning process; d) the upgrading of students writing development; e) the development of new revision strategies by the teacher, when focusing the studied genre; f) the necessity of development and upgrading of specific revision strategies facing the specificities of the studied genre.