A tipologia das rasuras em práticas de escrita colaborativa de contos narrados

Abstract

The objective of this work is to identify, analyze and classify erasures in types that appear in texts produced by students of the 2nd year of a private school in União dos Palmares - AL, rewriting collaboratively (in pairs) tales that have been read, interpreted and discussed in class. Entire corpus was collected between August and November 2013, during which the teacher was instructed to follow a research protocol. The process of rewriting and reading each of the four stories narrated occurred in two days. And each new story narrated by the teacher, one of the members of each fixed pair is placed either as 'ditante' (telling the story to the collaborative writing partner), or as scribe (transcribing the recalled narrative). It took therefore eight days of field research, to be implemented at the data collection stage produced by twenty students participating in this research. The analysis stopped at the statistical information (quantitative analysis) that translate the interference of the dyads, and his exact brands, types of erasure. The results suggest that activities retextualization promote conditions for elementary school students to take ownership of spelling rules, in order to assist them to become competent writers of texts. The questions raised here are cleared in the theoretical protections of Genetic Criticism, Teaching Language Writing and Linguistics of Enunciation, of understanding about the sources of writing movements.