Práticas de re/escrita de textos no ensino de língua portuguesa: intervenções com bilhetes no processo de re/significação discursiva.

Abstract

This paper aims to reflect about writing practices and proposals for rewriting texts in Portuguese language classes. We emphasize that it is necessary to think about teaching a situated language (SOUTO MAIOR, 2018), place of constitution of social relations (BAKHTIN, 2003), in which students become active subjects in society. From this approach, we developed an interpretive research, located in the field of Applied Linguistics (MOITA LOPES, 2006), which sought to analyze the writing of the textual production of a 9th grade student of a municipal school in the metropolitan region of Maceió/AL and guidance given through notes by the teacher. In the text analyzed, which focused on discourses on bullying, we observed the argumentative and discursive construction and the processes of responsibility for saying, given the addressed theme (BAKHTIN, 1997), from a perspective of discourse ethics (SOUTO MAIOR, 2019).