TEACHING PERFORMANCE AND THE REWRITING OF SCHOOL TEXTS

Abstract

Text production is an essential activity for people. From a perspective of teaching writing with a focus on the process, its learning takes place in stages. Taking this conception of writing as a reference, this article systematizes part of the results of a research that aimed to understand how Portuguese language teachers in public schools conceive and mediate rewriting in the classroom. The theoretical framework of the work is built from the planning of Sociodiscursive Interactionism, with regard to Vygotsky's Social Interactionism, and in Bakhtin's Dialogic Enunciation, in addition to studies that guided our reflections on didacticization and the evaluation of text written at school. The methodological design was based on action research, from the perspective of the so-called investigation-to-action, and had as instruments of data collection: the focus group interview and systematic observation. The results we arrived at showed that: 1) the research participants conceive rewriting as an important step for teaching, but do not link it in the larger context of teaching writing as a process and in a perspective of social practice; 2) mediation for the rewriting phase is done through the reading of the student texts, individual assistance with the difficulties encountered and a final evaluation; 3) The establishment of objective criteria for the correction of the manuscripts and the feedback provided to students were items that need to provide greater approximation in the dialogical relationship between student-author and teacher-reader-evaluator.