Genética textual: um estudo acerca das rasuras em manuscritos de alunos recém-alfabetizados, seus tipos e funções

Abstract

This dissertation analyzes the erasures that arise in textual production processes carried out in the classroom in which two pairs of students from the 2nd year of elementary school participate who write collaboratively and belong to a school in the city of Maceió, AL – Brazil and, to a school in the city of Aveiro - Portugal, all of them are seven years old. Data were recorded using the Ramos System, a multimodal capture device in real time and space in the classroom. Based on Textual Genetics, we will present and delimit the erasure functions proposed by Grésillon (1991, 2007), Biasi (1996), Willemart (1993, 1999) and Fabre (1986, 1993, 2004), as well as the types of erasure discussed in works by Felipeto (2012, 2019) and Calil (2017, 2019). Through a linguistic-enunciative approach, this study, which chooses as categories of analysis erasure types and functions, aims to: a) analyze and classify erasures that arise in four textual creation processes, each two processes produced by each pair; b) compare and discuss the nomenclatures of the types and functions of existing erasures, in view of the existing variation in the area; c) verify which erasures occur more, comparing Brazilian students with Portuguese students. In addition to the Ramos System, we also use collaborative writing as methodological support, in this case, a situation in which two participants build a single text together, so that, in advance, they reflect on what they are going to write and discuss it throughout the writing production. The protocol adopted for data collection in both countries was the same, that is, there was the presentation of the slogan, the training of teachers, the use of the same methods for data collection and guidance in the event of erasure. The results indicate that the functions most used by the pairs are substitution and suppression, which confirms what was exposed by Biasi, when he says that these two operations are more common gestures of writing. Regarding the types, the most used by the dyads were: orthographic, graphics, textual-discursive, punctuation, anticipation, syntactic and accentuation, since they are working and reflecting on the text being produced.