Verbalizações de termos metalinguísticos e rasuras orais e escritas em processos de escritura a dois: estudo de caso de uma dupla de alunos portugueses recém-alfabetizados

Abstract

From the beginning of their schooling process, students establish contact with a wide variety of technical terms related to the linguistic system and textual production. Different studies (GAULMYN and LUIS, 1997; GIL and BIGAS, 2014; CALIL and MYHILL, 2020, among others) have investigated the emergence of these terms, which we will designate here as 'metalinguistic terms', from different learning situations. In this context, metalinguistic activity assumes a prominent position, acting as one of the main components of the writing learning process carried out in the school environment (GOMBERT, 2003; CAMPS, 2009; FONTICH, 2014; CALIL and PEREIRA, 2018). Within this framework, in the present study, we seek to identify the occurrences of verbalizations of metalinguistic terms produced by a dyad of newly literate Portuguese students when writing together the same text from proposals for textual production carried out in the classroom. Associated with these verbalizations, we also verified the occurrence of metalinguistic activities configured in the erasures, both oral and written (CALIL, 2016, 2017), produced by the students during these writing processes. Through the methodological support offered by the Ramos system (CALIL, 2020), the data from our research were collected in 2015, in a basic education school in the city of Aveiro, Portugal. On the occasion, students from a 2nd year class of Primary Education at the school were divided into dyads to carry out proposals for collaborative production of fictional narratives. We will analyze here the film records and manuscripts derived from six writing processes carried out by the same dyad (D5 dyad), considering the spontaneous dialogue established between the two students during these production tasks as the unit of analysis. In our analyses, we distinguished two forms of occurrence of verbalizations of identified metalinguistic terms: one linked to the idea of 'use' and the other to the idea of 'mention' of these terms in the process of construction of the ongoing manuscripts. In the latter, in addition to the very idea of 'use' of the referred element, the metalinguistic term is also highlighted in its conceptual dimension, which may indicate a greater incidence of the student's capacity for abstraction in relation to the "theoretical nature" of the verbalized object. To these analyses, we also associate the investigation of the relationship between the metalinguistic activities recognized in these processes and the contents and teaching practices worked in the class during the school period corresponding to the data collection. Our results indicate that these metalinguistic activities (identified mainly in the erasures and the verbalizations of metalinguistic terms produced) are linked to contents addressed in the teaching activities promoted by the teacher and that, although they already have some terminological knowledge in relation to some of the components of the process of textual production, both students still have difficulties in explaining their understanding of these elements, in addition to occasionally demonstrating inconsistency in their uses and applications in the text under construction.