Práticas de re/escrita de textos no ensino de língua portuguesa: intervenções com bilhetes no processo de re/significação dos discursos sobre bullying

Abstract

This research aims to reflect on the practices of writing and rewriting argumentative texts from interventions on the understanding of bullying at school in an intervention project. We also know that it is common to observe at school a lack of opportunities to use the language in a contextualized perspective on the part of students, with regard to a situated and significant student performance. We emphasize that it is necessary to think about teaching a situated language (LIMA E SOUTO MAIOR, 2017; SOUTO MAIOR, 2018) as a place for the constitution of social relations (BAKHTIN, 2003), in which students become active subjects in society. In this work, we present language as an object of analysis in interpretative research in Applied Linguistics (MOITA LOPES, 2006), analyzing, in this case, the discourses about bullying in the school environment. The fieldwork, in direct contact with the environment and the situation being investigated, inscribes our work in a qualitative approach (LÜDKE AND ANDRÉ, 1986; OLIVEIRA, 2008). Within the qualitative research perspective of these authors, we analyzed the writing of one of the textual productions of a student of the 9th- grade afternoon class from a municipal school in the metropolitan region of Maceió/AL, and the guidelines given through the teacher's notes and the methodology behind this reseach. For this, we observe the argumentative and discursive construction of the analyzed text and the processes and the responsibility for speaking, given the theme addressed (BAKHTIN, 1997).