A reescrita de textos no ensino fundamental : caracterização de aspectos linguístico-discursivos em 5ª e 6ª séries

• Ano de defesa: 2012
• Autor(a) principal: Polessi, Érika
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Letras; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Produção textual; Textos escolares; Produção; Texto; Revisão; Reescrita; Operações-linguístico-discursivas; Brasil.; Review; Rewriting; Linguistic-discursive operations; Brazil.; Linguística, Letras e Artes; Letras
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4047

This research has as main purpose understand how the review and rewriting process happens in texts from 5th and 6th grades. We intend to investigate the linguistic-discursive aspects that take part of the teacher's indications in the process of reviewing from these texts and have a close look at the way these students act beyond their teacher's commentaries, or, thoroughly, which linguistic-discursive aspects they are able to comprehend and understand in the teacher's reviewing process. The research is built on the interactionism from Applied Linguistic, based on Bakhtin (2003) and Bakhtin/Voloshinov (2009) studies, developing a qualitative research with quantitative surveying. Writers as Barlett (1982), Menegassi (1998), Hayes et al.(1987), Jesus (1997), Sercundes (1997), among others, were also used in the research to define the review and rewriting process. The results showed that the resolutive correction was the most used by the teachers and, jointly with this indicative, we observed, in a great amount, the resolution for orthographic mistakes. Now, talking about the corrections called textual-interactive and classified ones, they solved problems related to paragraphing. The linguistic operation of substituting got the greatest frequency, followed by adding, suppression and dislocation. In some cases we could find indications that were not answered by the students and others that students got autonomy and by him/herself modified his/her text in aspects that was not showed by the teacher.