Para além da margem: o despertar da autoria e o dialogismo na reescrita escolar

Abstract

The practice of rewriting is presented as an essential step, understood not only as a correction of formal aspects, but also as a moment of reflection on the text, reorganization of ideas, and progressive construction of authorship. Therefore, this study aimed to analyze the practice of rewriting and how it is organized in the teaching of the school essay genre to third-year high school students at the Prof. José Wilson Pereira Leite State Elementary and High School, located in the municipality of Conceição do Araguaia-PA. The specific objectives were: a) to investigate how the practice of writing and rewriting is used by teachers in the classroom, in the context of teaching the school essay genre; b) to identify the conceptions of language that guide the practices of (re)writing, as well as to understand how aspects of Textual Linguistics and its constitutive elements are evidenced in the corrections made by the teacher; c) to describe the challenges faced by teachers and students during the rewriting process, considering their experiences. The guiding questions of this study, directly linked to the specific objectives, sought to understand rewriting practices in the teaching of school essays and to guide the development of the research: How is the practice of rewriting organized in the context of teaching the school essay genre in high school? What conceptions of language guide the practices of (re)writing, and how are aspects of Textual Linguistics and the constitutive elements of language evidenced in the corrections made by the teacher? What are the main challenges that students face during the rewriting process? To answer these questions, an ethnographic methodology was adopted, and as instruments for data production, classroom observation and the application of two questionnaires were employed – one with closed questions, directed at the students, and another with open questions, intended for the participating teacher, in addition to students' written productions, especially school essays, which constituted the central corpus of the investigation. The treatment and interpretation of all discursive material were based on Dialogic Discourse Analysis (DDA), under the theoretical methodological framework of the Bakhtin Circle, seeking to understand the meanings that emerge from concrete utterances and the relations of alterity established within them. The theoretical basis was supported by the contributions of Bakhtin (2002, 2016) and his Circle (Voloshinov, 2021), Dolz and Schneuwly (2004), as well as Geraldi (2011), Fiad (2009), among others, highlighting the teaching of rewriting from a dialogic perspective. The research results show that the writing and rewriting practice developed by the teacher is guided by two complementary conceptions of language—the dialogic conception and abstract objectivism— which manifest themselves in a relationship of tension. Furthermore, when rewriting transcends normative correction and assumes a dialogic character, the student develops greater autonomy and argumentative consistency.