O manuscrito escolar e as funções da rasura na escrita colaborativa de uma díade do 2º ano do Ensino fundamental

Abstract

The present dissertation has the purpose of analyzing the erasures, and their functions, in the texts of a recently alphabetized dyad, according to the operations categorized by Fabre (1986) such as: addition, replacement, suppression and displacement. It was observed, more specifically, the function of these metalinguistic operations in the final product of a collaborative writing of etiologic tales, created by a dyad of 6 and 7 years-old, students of the 2nd year of a private elementary school, located in a middle-class neighborhood of Maceió, Alagoas. We have based ourselves in the studies of the Genetic Criticism in Gresillón (1994), Willemart (1986), De Biasi (2010); and of the Language Acquisition in Lemos (1995, 1999), Duquet-Lacoste (2003), Calil (1998, 2000, 2004), Felipeto (2008), Lopes (2005), among others. These studies, from the estrangement, marked by the erasure of the school manuscripts, highlight paths to the understanding of the relation of the subjects submitted to the effects of the language’s functioning. From the analysis of the dyads’ 10 manuscripts, it was determined that the erasure movements emerge towards answering different functions, such as erasing and suppressing terms, reformulation of enunciations, graphic conflicts resolutions, demands of pronouns and punctuation substitutions. This movement points out aspects of linguistic and metalinguistic order, by the intrinsic subject-language-meaning relation