A antercipação em contexto de escrita colaborativa no ensino fundamental

Abstract

This thesis aims to investigate the role of anticipation in collaborative writing processes in the classroom, focusing on the interaction between dyads of Brazilian and Portuguese students from two 2nd year classes, elementary school, aged between 6 and 7 years old. Anticipation can be understood in two ways: firstly, as actions directed at future events, being an essential element in all human activities. Secondly, it may involve carrying out tasks ahead of schedule, influenced by the expectation of what is to come. The present case study, with a qualitative approach, explores these two forms of anticipation in the context of writing, that is, anticipation as a strategy to avoid future errors or an unwanted meaning (prospective anticipation) and anticipation as desynchronization between cognitive processes and the motor act of writing, that is, an early execution of a letter or syllable, which results in errors and, consequently, revisions (retrospective anticipation). Based on this analysis, our thesis is that anticipations: 1) by producing pauses in writing, show knowledge that has not yet been automated by students; 2) when they occur in collaborative writing situations, they influence the quality of the written text, they show the metalinguistic reflections verbalized by students, and, consequently, lead to the appearance of oral erasures; 3) as desynchronization, they suggest automated writing and present visible erasures on the paper, which are observed and corrected quickly, in most cases, by the writer. The theoretical anchoring comes from Text Genetics and Benvenistian Enunciative Linguistics, with the contribution of Cognitive Psychology. These theories, combined with the Ramos System - a technological device used to simultaneously capture two person writing processes, in the real time and space of the classroom - provide clues for understanding the ways in which anticipations occur while students write and/or discuss what they write, as well as offering support for establishing the relationship between automation of writing, pauses, anticipation and erasure. This study highlights the importance of anticipation in understanding textual genesis, based on the analysis of 12 collaborative writing processes. The results indicated the presence of both forms of anticipation in the writing processes of 2nd year students, revealing significant pedagogical contributions and the development of metacognitive skills, with emphasis on orthographic aspects, accentuation, punctuation, textual progression, as well as the cohesion and coherence of the texts produced. The pedagogical contribution of this research highlights the importance of including anticipation in the school curriculum as a continuous and systematic practice, reinforced by the teacher, so that students gradually develop this skill in a progressive learning process. Furthermore, anticipation in writing allows students to identify and correct their errors with the help of the teacher, with the support of a colleague and autonomously, with the purpose of strengthening the review and rewriting process. This skill also promotes greater interaction between dyads during collaboration in writing, in favor of collective learning and the joint construction of meaning in the text.