Escrita e reescrita: as relações dialógicas entre ensino e aprendizagem

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Universidade Federal de Goiás


The present research fits into the strategy of a case study (LÜDKE; ANDRÉ, 1986; YIN, 2005) and follows the interpretive qualitative paradigm (BORTONI-RICARDO, 2008; KRIPKA et al., 2015; SUASSUNA, 2008), and its objective is to observe the dialogical relations between the process of writing and rewriting texts of 9th grade students. For this, our theoretical assumptions are based on the following theories: the Philosophy of Language proposed by the Circle of Bakhtin, whose principle is Dialogism (BAKHTIN, 2011; BAKHTIN/VOLÓCHINOV, 2017); text concepts (FERNANDES, E., 2007; KOCH, 2018), textuality (BEAUGRANDE; DRESLLER, 2005); the importance of writing, rewriting and textual production developed as a procedural work (FERNANDES, E., 2007; MENEGASSI, 1998, 2001); the conceptions of discursive and textual genres (BAKHTIN, 2011; MARCUSCHI, 2008; 2010), highlighting the characteristics of the opinion article, as it is the genre of the texts that make up the corpus of this work (BRÄKLING, 2000; RODRIGUES, 2000); and also about the official teaching regulation, in order to verify the teaching of discursive genres in the institutional guiding documents, such as the PCNs (BRASIL, 1998b) and the BNCC (BRASIL, 2018). Participants are 9th grade students of a public school in Goiânia, as well as the Portuguese language teacher responsible for the classes. The data were generated from August to September 2019 and a total of 60 pairs of texts were passed on to us by the teacher considering their 1st and 2nd versions. Through this investigation, in view of our objectives, in general, the results showed that both PCNs and BNCC are based on a teaching-learning perspective through discursive genres. In addition, we found that there were dialogical and linguistic changes from the first written text to its second version, since the student managed to make significant changes. This makes us consider that there was, in fact, a process of rewriting. Although in the second version there are still some deviations when compared to the first one because the student developed other points of view and showed a responsive dialogical attitude. In addition, it managed to use some argumentative operators of cause and consequence. Therefore, we consider that there was a maturation in the student’s written practice.



ASSIS, L. R. S. Escrita e reescrita: as relações dialógicas entre ensino e aprendizagem. 2020. 107 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020.