A escrita colaborativa entre díade recém-alfabetizada : um estudo sobre as pausas em processos de criação textual no ensino fundamental

Abstract

This work seeks to investigate the incidence of pauses that occur during the real-time textualization process of a newly literate pair. The discussion will take place with the support of Textual Genetics and Cognitive Psychology, from a linguistic-enunciative approach, which has as its object of analysis the process of textual production in the collaborative format between dyads, from the 1st year of elementary school, in the school environment. As a parameter for this study, we used the following categories: a) the pause that occurs during the writing process, when it is related to the text being produced; b) the comments that appear before and after the pause, with the aim of verifying which textual aspects they address, such as spelling, spelling, lexicon, meaning, etc. The study samples were defined for convenience and comprise analyzing the manuscripts and synchro-films in two processes of a pair that play the role of writer at different times during the creation of the text. For this, the 3rd and 8th episodes were selected, with the aim of comparing the pauses and comments that occurred between the initial and final textualizations. Through the use of the technological apparatus of the Ramos System, the analyzes showed that, in both episodes, the pauses had a greater incidence in relation to spelling, but were also identified in other textual aspects (spelling, lexicon, graphic-spatial, punctuation, grammar, anticipation). In addition, the data showed that the pause time, during the first process, was shorter than the writing time, alternating between short pauses and continuous writing, while, in the second episode, there was an inversion, as the pause time was longer at the time of writing. Thus, we can consider that the relevance of these results directly implies the literacy process, since the pauses, facing the text, are cognitive activities responsible for the search for textual structure, based on raising hypotheses and lexical selection, respecting the hierarchy of the text linguistic code. And, yet, it points out the relevance of interaction with the other in the creation process, evidences the constitution of the subject from dialogicity and, consequently, reveals the marks of intersubjectivity, that is, tensions, linguistic choices, exchanges of positions and attempts to influence one another through various strategies.