Verbalizações de termos metalinguísticos: relações entre a apresentação da tarefa e o que dizem as alunas durante o processo de escritura

Abstract

There is a lack of studies addressing the importance of metalinguistic activities in the production of written texts by newly literate children. One hypothesis for this issue is that the promotion of explicit instruction focused on these issues, aiming to foster coherent writing, can develop significant textual skills from the moment children begin to write their first compositions. The text needs to be taught. It has rules. Teaching them is a fundamental role of the teacher. Metalinguistic activities involve reflection and knowledge about language and its functioning. In the context of Portuguese language teaching, this activity aims to promote students' linguistic awareness, enabling them to analyze and understand structures, rules, and their characteristics. Given this importance, this doctoral thesis aims to answer the following question: What is the relationship between Metalinguistic Terms (MT) verbalized during the task presented by the teacher and the MT verbalized by the students during the real-time writing process? With this understanding, this study focuses on investigating how the teacher and the students reflect on text writing. The analysis is based on verbalizations of Metalinguistic Terms (MT) produced by the teacher and two Portuguese students aged 7-8 during textual production. Based on studies on metalinguistic activities, we analyze six presentations of the teacher's instructions focused on guiding textual writing in pairs and six Dialogic Texts (DT) produced by the students at the moment they wrote these texts, aiming to identify the verbalized MT and relate them to the teacher's instructions. The Ramos System (2019) was adopted as a methodological resource, allowing for multimodal recordings of the texts produced during the course while preserving the ecological conditions of the classroom. The theoretical basis of the analysis is grounded in Metalinguistic Activities as a cognitive process of language reflection and Collaborative Writing by newly literate students. The results showed a total of 236 occurrences of verbalized MT by the teacher and 382 occurrences by the students. Instances of the teacher's MT were identified in the students' production process. They reused 147 occurrences of MT verbalized by the teacher. The teacher's highest number of verbalizations of MT was in the genre, text, and discourse domain, with 189 occurrences in the six given instructions. The students' highest occurrence of verbalizations of MT was in the punctuation domain, with 170 occurrences. The second-highest occurrence of MT by the teacher came from the punctuation domain (21), and by the students, in the spelling and writing domain (97). Some verbalizations of MT identified in the DT were also related to the students' manuscript.