Written Production and Dialogical Mediation in Textual Re-Elaboration: An analysis of a basic education context

Abstract

This paper aims to analyze the development of the interventions of a teacher in training at PIBID/Letras/Português on the written production of a student. These interventions were based on a text and discursive view, applied through a dialogical mediation process, and focused on the participation in the Portuguese Language Olympics (2016 – 3rd edition). In order to do so, we presented the concept of interested interlocution, based on Bakhtinian discursive studies, and worked with an action research in a qualitative approach. The construction of data was built with the collection and analysis of the textual productions of the student involved in the project and with the interventions in the margins of the text, made by the teacher in training. The results indicate that the didactic interventions through notes in the margins of the text and the work with counter-words enabled an active writing process. Such process provided to the author a more active textual re-elaboration, resulting in actions of reformulation of ideas, taking a stand and a better discursive organization of the text. This investigation also revealed to us that the mediation of another person, more experienced, leads the student-author to the perception of the need to reformulate what was said, in such a way that they can make new lines of thought and meanings to the text produced.

Keywords

• textual production
• dialogical mediation
• textual re-elaboration