A mediação do professor no processo de refacção textual: escrita e reescrita

• Autor(a) principal: Mateus, Patricia Oliveira Santos
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000ctpk
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/4739
• topic: Mediação; Escrita; Reescrita; Mediation; Writing; Rewriting; EDUCACAO::ENSINO-APRENDIZAGEM

The writing of texts, in many school contexts, is still an activity that daunts our students. However, we must try to know and use our language in a better way in all demanded social practices. For this reason, we decided to investigate the Teacher's mediation in the process of textual production and rewriting. So, our research has as its object the mediations and interventions made by a Brazilian Portuguese language Teacher in the process of production and rewriting of texts done by her students. In that sense, our main objective is to find out if these mediations have any positive contribution to such process. We defend a socially situated literacy practice and we emphasize that the development of the textual conscience and also the writing domain facilitate the construction of more participative people in a textualized society where they live. We also support writing as a process and not as an isolated act, and, like every progress, it has influence on the individual's upbringing. In regard to the theorical basis, we based this study in many authors, mainly in Mikhail Bakhtin and his concepts related with dialogism, enunciation, speech, intertextuality and responsivity. About the methodology, we chose field research, with a qualitative character, in which we did a case study. We chose a basic education public school. Then we introduced our project and after the consent, we deepened in the research world through interviews, field note and also analysing the mediations made by the Teacher in each textual production offered. Our research was performed during the first semester of 2014 and it involved mediations made in three different moments.