As ações colaborativas entre professor e alunos de ensino médio na construção da escrita

Abstract

Collaborative activities between teacher's and Secondary School student's in writing are analyzed. The activities that culminate to a greater or lesser degree towards the student's. Discursive individuality in the context of texts produced are also provided. The teacher's and student's collaborative activities within the process of text production are the current research's main aim, taking into consideration the language's social and interaction perspective, in the light of Applied Linguistics, with special reference to the theories of Bakhtin (2003), Bakhtin/Volochinov (1992) and Vygotsky (1988). Deepening of studies on teaching and learning of writing in he Secondary School ensues. A participative activity research, has been undertaken. Data were collected in the Composition Writing Discipline in the penultimate year of a private secondary school in Maringá PR Brazil, during 2005. The qualitative and interpretative approach underpinned the methodological support for data analysis. The particular year and the research field were chosen owing to the fact that the participating researcher worked in that class during the ear in which data collection was undertaken and her option in investigating her own pedagogical practice. Analysis instruments were a) field exercise book for the report of contents and of didactic and methodological procedures in the classroom, within a two-month term, to verify certain activities in the teacher-student interaction before and after the process of text production; b) several versions of opinion articles in which the mediation activities of the teacher and the student's re-writing are analyzed as from the mediator's tutorials; c) diaries which are developed by some of the research's participating subjects, coupled to questionnaires applied to all students, through which certain processes the student undertake within writing, experienced as assignment, and some of their evaluations within the experience may be verified. Results show that the teacher's mediating activities oscillate between positive ones, or rather, those that contribute to a greater degree towards the student's individuality in their writing, and medium ones, or rather, those that trigger copying more than an interior dialogue, and thus ontribute in a lesser degree towards the student's individuality. Student's rewriting activities vary between superficial, with traits of fragmented rewritings, lack of autonomy and individuality beneath the process; adequate, which show the student's volition in interacting with the teacher's activities and thus taking initiatives in demonstrating their individuality and improving their writing; more adequate, in which student's posit themselves as the subjects of production and emphasize their individuality and autonomy in the process. Among other items, diaries and questionnaires showed the value students give to the teacher's mediation in the writing construction process; the importance of time given for reading that support the production of the opinion composition, besides the time they had for the production, reflection and rewritings within and outside the classroom.