A releitura durante a produção textual colaborativa de alunos recém- alfabetizados

Abstract

The process of writing a text involves several components, which are: reading, rereading, reviewing and rewriting. Rereading is a recursive action that is typical of writing, which seems to involve a double function: on the one hand, to recover in working memory what is being written to ensure coherence and phrasal and textual unity in the continuity of what will be written and, on the other hand, to alter what has already been written, recognizing, in what was recorded in the graphic support, problems of different linguistic orders. This double function of rereading, when identified some type of problem by the student, can change what has already been enrolled or change what is yet to be written, characterizing itself as an action of textual review. This study aims to identify the exact moments in which rereading actions are carried out by newly literate students (7 to 10 years old) while writing invented stories in the classroom. The corpus of this research is composed of 3 (three) writing processes that generated the production of 3 (three) school manuscripts produced by dyads of students of the 1st Cycle of Basic Education of the 2nd and 4th years of schooling of a school in Portugal. By using the ‘Sistema Ramos’, which is a method of data collection that registers the manuscript under preparation, we were able to have access to the exact moments when the students interrupted the writing flow and reread what they had already linearized. A total of 98 rereading actions were identified, an average of 30 rereading actions per manuscript under preparation. We classify rereading actions into two types: 1. Silent rereading action, identified through the direction of the gaze and movements of hands and pens; 2. Reread aloud action. Among the rereading actions, we observed that one of the students of the dyad performed more rereading moments followed by changes in what he had already written. These changes implied revisions and erased spelling and grammatical aspects of the text. We found that the action of rereading stands out as an action carried out by the students, at certain moments, during the textual production, the explanatory dimension of the analysis of the actions of rereading during the composition of a text becomes evident when we observe the dialogue between the dyads and their relationship with the product.