Produção de textos escritos: a reescrita como prática fundamental

Abstract

This research verifies how the rewritten operation is worked on the teaching-learning process of writing texts in the activities of the Portuguese Language textbook. The activities that were analyzed were extracted from the collection Português: Contexto, Interlocução e Sentido, from Moderna publishing company - rated by Programa Nacional do Livro Didático (National Textbook Program), PNLD. It was also observed the conceptions of writing underlying the activities of text writing. These are the questions that guides this work: What are the conceptions of writing that are being presented in the text production exercises on the textbook? Do they help the student to be the real author of his or her own text? What are the conditions given to the student to rewrite the texts that he produces? Do the guidelines regarding this practice concern the whole process or the final product? The tasks of the writing texts exercises explain information that leads the students to understand what; how; why; what for; for whom they should write? Or the practice of writing appears only as a scholar duty; without reader; without destination; without reference (ANTUNES, 2003, p. 47)? The teaching-learning process of text production has presented failures in attempt to adjust to the conditions of interaction in the school environment. Writing and perception strategies are needed so that the process is recursive and that the learning process can be transformed as we read and write more. In this sense, the "operations related to text writing" presented by Dolz et al (2010, p.25), in dialogue with other authors, came as a basis for the analysis. Specifically, the practices of rereading, reviewing, and rewriting have been emphasized as an implication since the beginning of the process. As a working methodology, the qualitative research was adopted, within the approach of the case study, with qualitative and quantitative resources. A survey of the genres proposed by the collection was made; it was verified if there was articulation and progression in the work with activities of textwriting of the units; these activities were analyzed, while trying to identify how the text writing situations are presented, what language conception is present, and which operations of the writing process are pointed out as fundamental for the writing of texts, the rewriting process mainly. The analysis of the collection took as a criterion the proposal of Dolz et al(2010) to group textual genres. The results indicate that the collection presents few activities of text writing and that the narrative / relate and argumentative types are prioritized, to the detriment of expository and instructive texts. In addition, the work with textual genres madein spiral, as recommended in the CBC (of Minas Gerais) and in Dolz et al (2010), is not demonstrated. As far as text writing operations are concerned, it can be said that, in relation to contextualization, the identified elements are superficial and there is a break in the interlocutor relation. Regarding the treatment of thematic contents, there is a break with dialogism when the information is presented. About planning, there is also superficiality, with few examples of texts belonging to the genres. Regarding the textualization, the teaching strategies for the use of language mechanisms are not present in the guidelines of the activities. Regarding the rewriting conception, it was possible to confirm the hypothesis that it is not considered as a fundamental part of the text writing process, once there is reference only to the final version of the texts produced. The guidelines are about rereading the text, looking for some flaw and, if found or if it is judged pertinent, rewrite it, always in a perspective of correction. The conditions given to the student to return to the writing during the process with a reflexive look, seeing the possibilities of rewriting are few. In general, the activities present in the collection are not very interactive and contribute little to effective teaching-learning of text writing in an efficient way.