Reescrita de textos na escola: a singularidade da escuta pela interferência do professor

Abstract

From a theoretical place that recognizes the subject as "effect of language" and anchored in the studies of Saussure (1989), Jakobson (1975), Lemos (1997,1998,2001 and 2002) and Calil (2000 and 2008), among others, that is, trying to make a link between education and language, this study analyzed the effects of interventions of a teacher in the process of rewriting the texts of three children from 6 and 9 years of elementary school, a school of the municipal school the city of Maceio. We start from the assumption that the difficulty of the student in the book is due in large part to the way the teacher spoke in his writings. We as categories for analysis the fundamental operators of the language - metaphoric and metonymic processes - and the notion of "listening" advocated by Lemos (2002). Methodologically, we proceed to collect data through systematic observation of lessons, questionnaires, unstructured interviews and analysis of the first and second versions of the manuscripts produced. We feel that the intervention of the teacher alone can not guarantee the improvement of the texts in the process of rewriting, but rather it can lead students to walk in ways that he did not choose, giving to the latter versions of their texts na unpredictability and singular. We believe that this work can help us to rethink the way we work to respect the student with his writing in the process of textual production and the way the teacher spoke in their texts aiming to take him to produce texts cohesive, coherent and well written.