O processo de interlocução e o desenvolvimento da escrita em sala de aula: reflexões de uma professora em formação

Abstract

Taking into consideration the current reality of the teaching of text production, through a critical-reflexive view, this paper aims at contributing with the study of the development process of writing and its assessment in the classroom, based on a dialogic process between teacher and student. The specific objectives proposed in this study are the following: to identify the most recurrent writing problems in texts, produced by students in their late years of basic schooling, and to verify to what extent the interventions, applied by an under graduated teacher to these students’ texts, can in fact aid learners in their rewriting process. As theoretical basis, we have relied on the researches of Dolz, Gagnon and Decândio (2010), Marcuschi (2007), Antunes (2006), Ruiz (2013), among others. These scholars approach some relevant perspectives related to the teaching and assessment of texts, written in the school. We have adopted a qualitative research in order to implement our study, more specifically by means of an action-research investigation, whose objective was to allow the researcher the opportunity of observing and interfering in the analyzed phenomena, through interventions carried out so as to promote the accomplishment of our main study aims. As a result of the analyses developed in this research, we have been able to notice that the under graduated teacher used linguistic, textual and discursive approaches, which are closely related to the interactive process, and, consequently, such procedure has allowed us to reach highly productive reflections involving our conceptions about the teaching and assessment processes in the teaching practice. This research may be used as a valuable source of information on the way in which assessment procedures on text production in the school takes place. This study may also contribute to researchers interested in looking into how such assessments may turn out to be more than simply a process of error detection in the text. We have, thus, finalized our study in hope of having offered some encouragement to teachers, so as to motivate them to pay closer attention to their students’ texts, as well as to raise their awareness to how they should apply their assessments, when dealing with their students’ written productions. We have also intended to warn teachers about the importance of observing whether their teaching practice is actually in accordance with the studies related to the teaching of writing production and assessment processes. Therefore, teachers will eventually worry not only with the amount of production provided by their students in the classroom, but also with the quality of such productions in different discursive contexts. Furthermore, it is important to point out the fact that this research has been extremely valuable to a more comprehensive formation of my own academic development as a researcher.