Reescrevendo práticas: o lugar da reescrita em sala de aula

Abstract

The studies developed in the area of Applied Linguistics have dedicated a special attention to the researches about the practices of production of texts in schools and, more recently, have emphasized the importance of developing time to rewriting activities that has been seen as way of developing and empowering the students' ability of writing. In this sense, this current work has as the general aim to investigate the relation between theory and practice in the development of the proposals of textual rewriting in the classrooms shown in the teachers' speech. With this purpose, it was created a corpus of analysis composed of 12 questionnaires answered by the staff of the system of acceleration 'Travessia' in Pernambuco. This work is supported by the theoretical-methodological perspective of the Socio-discursive Interactionism (SDI), represented by the works of Bronckart (1999) and Schneuwly and Dolz (2004), who see language as action. The analyses, with a qualitative and interpretative character, showed in summary, that the teachers' speech is permeated by current concepts, such as, the work with genders, the dynamics and processual vision of the writing and, consequently, the importance of developing the process of rewriting. Nevertheless, these ideas seem not to be very clear, since some traditional practices, for instance, the spell and punctuation checking, keep being given priority by the teachers at the moment of rewriting. Some aspects, such as, the adequacy of the proposed gender, type of used language, and cohesion between the parts of the text are still a bit neglected. Finally, it is obvious that the teacher is acquainted with the importance of rewriting for the appropriation of strategies of production by the students, however, not always has the subsidies necessaries to lead it into practice.