O processo de reescrita a partir do texto dissertativo-argumentativo: Uma contribuição para o desenvolvimento da competência escritora de jovens camponeses

Abstract

The overall goal of the research was to investigate how young peasant students in the final year of the Technical Course in Agriculture integrated with High School at a school in the Rural Zone of Porto Nacional, Tocantins, become authors of their written productions in the argumentative essay genre through the process of guided writing and rewriting. More specifically, it aimed to: i) explore the rewriting process as a tool to enhance the development of young peasants' writing skills; ii) identify the main difficulties encountered in this process, based on texts produced using an instrument employed by Pedagogy of Alternation, called the Reality Notebook. To do this, the following questions were addressed: 1. How do young peasants become authors of their productions? 2. How does the rewriting process contribute to the development of students' writing skills in Basic Education? 3. What is students' conception of writing, and how do difficulties impact their productions?Situated within the field of Applied Linguistics, the research adopts a qualitative-interpretative approach. In terms of objectives, it is explanatory; regarding procedures, it is characterized as a field study combined with documentary research. For this, we analyzed data from interviews with collaborators from Porto Nacional and three argumentative essay texts produced by students, extracted from the Reality Notebook (CR), a pedagogical tool used at the Escola Família Agrícola de Porto Nacional.The work was grounded in the dialogic conception of language (Volóchinov, 2021; Bakhtin, 2011), in an interdisciplinary perspective (Moita Lopes, 2006), in the New Literacy Studies (Street, 2010; 2014), and in researchers who focus on writing and rewriting (2010); Silva (2021), Marcuschi (2008), Elias; Koch (2018), among others.After analyzing the data, we found that students face limitations in producing argumentative texts, influenced by their previous writing experiences and the social context. We also observed that rewriting argumentative essays in the Reality Notebook promotes critical reflection in the writing process, especially regarding structural and discursive aspects.Finally, throughout the development of the research, it became clear that it is essential to reconsider teacher training to promote activities that foster the improvement of writing skills in a reflective and critical manner, especially within the context of rural schools using the Pedagogy of Alternation methodology.