Problematizações de escrita: caminho para a revisão e reescrita
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Data
2020-04-03
Autores
Manzoni, Leandro
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A escolha do tema relacionado aos problemas de escrita fizemo-la por existirem várias informações desencontradas acerca de quais equívocos podem ser considerados normais e previsíveis ou atípicos e inadequados para um aluno do 6º e 7º anos do ensino fundamental. Além disso, de acordo com Menegassi (1998), a nota das produções textuais realizadas em sala de aula tem-se tornado o produto final de todo o processo de escrita e reescrita, sem a esperada devolutiva com as devidas intervenções, algo necessário para o desenvolvimento do letramento escrito do aluno. Outrossim, levamos em consideração o exposto por Ruiz (2015), no que diz respeito às principais maneiras de corrigir uma produção textual na escola, em cujo processo trabalhem juntos aluno e professor. O trabalho enfatizou a reescrita de um conto de terror infanto-juvenil, intitulado “Devolva minha aliança”, de Rosa Amanda Strausz, destacando as problematizações da escrita, em uma perspectiva reflexiva e dialógica, de acordo com os pressupostos de Bakhtin (2010). Após a análise dos textos dos alunos, elaboramos uma proposta de intervenção intitulada Oficina de Reescrita, cujo objetivo é aprimorar a habilidade escritora dos discentes. O objetivo geral foi trabalhar com produção escrita do gênero “narrativo” nas séries acima citadas de uma escola pertencente à Diretoria de Ensino de Presidente Prudente. A intenção foi promover uma situação de aprendizagem de forma que a produção escrita fosse entendida como um processo, considerando-se que, segundo os ensinamentos de Koch (2001), foi necessário que se levassem em conta os aspectos relacionados, de preferência, à coerência textual. Os alunos apresentaram como produto final a reescrita de seu próprio texto, fruto da análise reflexiva do seu trabalho, com a intermediação do professor. Para tanto, utilizamos também as reflexões de Marcuschi (2001), no que diz respeito à presença de marcas da oralidade na escrita. Consideramos o resultado final das produções textuais satisfatório, uma vez que os discentes refletiram sobre alguns processos linguísticos que norteiam a escrita.
The theme of writing problems was chosen because there is mismatched information about which misconceptions could be considered normal and predictable, and what could be considered atypical and inadequate for a 6th or 7th grade student. According to Menegassi (1998), grades are becoming the final product of the writing and rewriting process, without expected intervening feedback, which feedback is necessary for the development of student writing. Likewise, the arguments exposed by Ruiz (2015) about types of text correction at school, in which students and teachers work together, were considered. The thesis focuses on the rewriting of a teen horror story called "Devolva minha aliança" by Rosa Amanda Strauz, and it highlights writing problems through a reflexive and dialogical perspective according to what was proposed by Bakhtin (2010). Once the students' work was evaluated, an interventional proposal called "Oficina da Reescrita" (Rewriting Workshop) was elaborated to improve the students’ writing skills. The general objective of this research is to work with the "narrative" type of text in grades 6th and 7th at a school belonging to the Teaching Directory in Presidente Prudente, Brazil. The intention is to promote a learning opportunity for text production to be understood as a process following Koch (2001), preferably taking into consideration aspects related to text coherence. The students presented a rewritten version of their own text, based on a reflective analysis of their work, intermediated by a teacher. For that, we also considered the observations of Marcuschi (2001) on the impressions of spoken communication in writing, to check for these markings in the students' work. The text production’s final result was satisfactory, and the students got to reflect upon some of the linguistic methods that guide the writing process.
The theme of writing problems was chosen because there is mismatched information about which misconceptions could be considered normal and predictable, and what could be considered atypical and inadequate for a 6th or 7th grade student. According to Menegassi (1998), grades are becoming the final product of the writing and rewriting process, without expected intervening feedback, which feedback is necessary for the development of student writing. Likewise, the arguments exposed by Ruiz (2015) about types of text correction at school, in which students and teachers work together, were considered. The thesis focuses on the rewriting of a teen horror story called "Devolva minha aliança" by Rosa Amanda Strauz, and it highlights writing problems through a reflexive and dialogical perspective according to what was proposed by Bakhtin (2010). Once the students' work was evaluated, an interventional proposal called "Oficina da Reescrita" (Rewriting Workshop) was elaborated to improve the students’ writing skills. The general objective of this research is to work with the "narrative" type of text in grades 6th and 7th at a school belonging to the Teaching Directory in Presidente Prudente, Brazil. The intention is to promote a learning opportunity for text production to be understood as a process following Koch (2001), preferably taking into consideration aspects related to text coherence. The students presented a rewritten version of their own text, based on a reflective analysis of their work, intermediated by a teacher. For that, we also considered the observations of Marcuschi (2001) on the impressions of spoken communication in writing, to check for these markings in the students' work. The text production’s final result was satisfactory, and the students got to reflect upon some of the linguistic methods that guide the writing process.
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Palavras-chave
Reescrita, Oficina de reescrita, Análise linguística, Dialogismo