Revisão e reescrita do texto escrito no Ensino Fundamental II: uma proposta de avaliação da produção textual em uma perspectiva dialógica.

Abstract

Writing good texts is an important requirement in literate societies. However, according to latest research, based on large-scale assessments, and also according to primary teachers reports, much of the Secondary School student body expected excellence has not reached this skill. Our work was born out of this problem, aiming to describe and discuss teaching practices work with written text, specifically the process of textual revision, in the classroom, with a view to submitting a proposal for intervention. In order to meet this goal, we developed a kind of applied research to investigate the teaching practice, with a qualitative and exploratory nature approach, in which we applied a questionnaire to the teacher and one for the student. The information collected showed us that the teaching practice persists in the approach based on valuation code and the normative grammar rules, pushed into the background more complex issues of textuality and denying space due to review procedures and rewrite the text, ignoring that the text should be the result of a recursive process in which the teacher guidance is needed for the most effective learning. Also proved that the result of this practice is reflected in the student, which reveals understand the textual revision only as rectifying the formal aspects. Anchoring our vision in dialogic practices and language sociointerativas, we defend the important role of reviewing and rewriting the text, with interventions that promote student reflection as to its text, as a way to help you to understand the mechanisms of textuality builders of every genre and thus learn to write better. Because of this, fulfilling the proposal of the Professional Master's Program (PROFLETRAS) prepared a proposal for intervention whose aim was to demonstrate a way to ensure that such assumptions are implemented in writing classes, helping students be motivated to write, becoming author of important texts, arising from planning and an improvement of work.