Revisão e reescrita: uma proposta de trabalho a partir de jogo pedagógico.

Abstract

This dissertation aims to discuss about the importance attributed by researchers to revision and rewriting for the textual production, by considering the concept of writing as a process in which there is interaction (KOCH and ELIAS, 2011); to observe revision and rewriting in Portuguese language teaching collections; and to propose an educational game (cf. ANTUNES, 1998) which may assist in the textual production teaching. There have been literature searches, as well as analysis of two collections with greater distribution on the Programa Nacional do Livro Didático 2014 (BRASIL, 2014), namely: Português: linguagens (CEREJA and MAGALHÃES, 2012) and Projeto Teláris: Português (BORGATO, BERTIN and MARQUEZI, 2012), actions that highlited the educational game proposal. It has been possible reflections on the writing and its peculiarities, beyond what is revealed the specifics and the validity of revision and rewriting, seen as beneficial to the improvement of the text (CALKINS, 1998; POSSENTI, 2005; MENEGASSI , 2013), and to promote reflection writer (MENEGASSI, 2013). By the analysis of didactic collections, it was noticed that both treat the writing properly, suggest the effectiveness of the steps that constitute it, therefore it is noted that they need offer more detail in the directions for revision and rewriting, in particular with regard to aspects of grammatical nature. In addition, it has been possible to reflect on the peculiarities of the (educational) game and its importance to the overall advancement of the individual, by considering, in particular, its use in the school atmosphere (ANTUNES, 1998; ALMEIDA, 2009; AGUIAR, 2013). The suggested game was titled "Escrever e refletir: revisão e reescrita em evidência," and it can be seen working with the following: a) the parâmetros da avaliação do texto escrito by Antunes (2006); b) the mecanismos supratextuais by Leite and Pereira (2013); c) the importance of discussing at school about phonological and morphosyntactic facts associated with talking and reveal themselves in writing (MOLLICA, 2003; BORTONI-RICARDO, 2004); d) the importance of discussing the reasons of the spelling errors (POSSENTI, 2005). Results suggest that the achievement of revision and rewriting must be always stimulated in the textual production, and suggest that the use of educational games appears as possible in respect to said subject. They also suggest that the proposed game can be constituted as a helper to promote a playful reflection about revision and rewriting at school because it focused on issues of various kinds, covering, also, some aspects partially developed in the analyzed collections.