Rasuras orais: estudo comparativo dos processos de escritura de duas díades de alunas recém-alfabetizadas

Abstract

Insert in a interdisciplinary context involving Genetic Criticism, Linguistic Utterance and Teaching Writing, this paper intends to describe, analyze and compare the verbal erasures commented (VEC) produced by newly literate students. Taking as unit of analysis the dialogue established during the paired writing processes under ethnographic and didactic conditions, we discuss the types of VEC (comments made by students about previous utterances referring to the objects of discourse in negotiating the construction of the text) effected by two dyads belonging to different socioeconomic and cultural classes: a dyad (D1) belongs to the upper middle class, composed of students from a private school in the city of São Paulo-SP, another dyad (D2) of students from disadvantaged class in a public school in the city Maceió-AL. Over two years, we collected 16 cases of scripture (8 of each dyad) in which students should invent, combine, and write a story invented. D1 produced 325 VEC, 77 in the 1st year and 248 in 2nd, involving eight types of VEC. The D2 produced six types of VEC, distributed in 184 comments, 80 in the 1st year and 104 in the 2nd year. We further note that even with a large quantitative difference between dyads, the types of erasures mostly occurring in both dyads are "spelling", "pragmatic" and "textual". This phenomenon remains the types produced with the lowest occurrence (punctuation, syntactic and semantic), indicating that the VEC is related to the learning moment of students. There was also a sharp drop in the amount of VEC in D2, over the 16 cases, which indicates a loss in quality of the interaction. Finally, we emphasize that the VEC shows how students are thinking about the text in progress and as spontaneously and in real time, constitute metalinguistic and textual operations.