Ensino de escrita e reescrita de textos nas aulas de português: uma análise da visão do/a aluno/a sobre gestos didáticos do/a professor/a

Abstract

Based on the assumption that, according to Antunes (2003), writing is an interactive activity of expression, of verbal manifestation of ideas, information, beliefs and feelings, I recognize proficiency in writing as an essential skill for our communicative competence. Based on this assumption, the general objective of this work is to seek to reflect on the students' view regarding the Portuguese teacher's didactic gestures in written production classes, especially the Regulation gesture, in individual teaching-learning processes. Regarding the specific objectives, I listed: a) to investigate how the teaching of writing in Portuguese language classes in high school takes place; b) to verify how the process of interaction between teacher and student takes place during writing classes; c) to raise the student's view in relation to the feedback of the written production for the possible rewriting of the text; and d) to analyze the students' answers regarding the written production classes. The justification is based on the understanding that it is common to observe, in Portuguese classes, a lack of opportunities for students to use the language from a contextualized, situated (Lima; Souto Maior, 2017; Souto Maior, 2018; Sílvio Júnior; Santana, 2020) and meaningful perspective. What is observed is often something far from the reality experienced by them. Methodologically, this work presents language as an object of analysis from an interpretative bias of Applied Linguistics (Moita Lopes, 2006) in a qualitative approach (Lüdke; André, 1986; Bogdan; Biklen, 1994; Oliveira, 2008). To this end, I selected a class from the 1st year of High School in the state public school system of Alagoas, for data collection. In this class, in addition to the observations carried out in the classroom (from July to September 2024), I also analyzed the corrections of the written productions by the Portuguese teacher and interviewed students about their views on the feedback of the corrections, guidelines and/or interventions highlighted by the teacher. For this analysis, I delve into the discussions presented by Nascimento (2011, 2012), Antunes (2003), Bazarim (2009), Ruiz (2010), Fuzer (2012, 2014), among other authors on the teaching of writing in Portuguese classes. Based on what has been said, I come to the conclusion that, even with different interactional strategies in an attempt to better conduct writing production classes, it is still possible to notice that there is resistance on the part of students to participate more actively in writing production activities at school, although they participate a little more when they are motivated and these are related to themes of their interest. In addition, I was able to identify that most students prefer that comments/corrections of their activity be made directly at the teacher's desk through individual guidance. Therefore, I understand that the way the teacher deals with, acts, teaches, plans and regulates his/her classes can contribute to more active participation by students, awakening the interest of those who do not usually participate effectively in written production activities