Reescrita e intervenção didática: orientações a uma estudante da Educação de Jovens e Adultos-EJA

Abstract

This paper reflects on the guidelines for rewriting a text produced by a Youth and Adult Education (EJA) student. The didactic intervention process to improve the text was one of the recommendations for interns in the Supervised Internship in Portuguese Language I course, taught in the 2020.2 semester, which took place in 2021, a pandemic period affected by the novel coronavirus. Both the course and the internship practices were conducted online through synchronous meetings on the Moodle platforms and through Google Meet and WhatsApp, as well as asynchronous communication through the University's Virtual Learning Environment (VLE). The theoretical basis includes Ruiz's (1998) studies on text correction in schools and the types of corrections addressed by Serafini (1985). The aim is to identify the procedures adopted for rewriting and assess the limits and possibilities of this approach to teaching written production. This paper presents the writing process in school, which unfolds from the writing proposal to the rewriting of the final text. The analysis for the guidelines was divided into three parts: the first presented the student's prior knowledge; the second presented the rewriting proposal and intervention; and the third presented the second draft of the student's text, followed by reflections on the didactic intervention. The research results reinforce what Ohuschi and Menegassi (2013) say about teacher co-authorship of their students' texts, since the student's choices for improving her text are linked to the intern's choices at the time of the intervention, corroborating the collective nature of writing (Simões and Farias, 2013) and the connections between teacher and student in the writing process.