THE REWRITE OF TEXTS IN HIGHER EDUCATION: AN ANALYSIS OF LANGUAGE-DISCURSIVE OPERATIONS GENETICS CRITICISM

Abstract

In this article, we analyze the work with the rewriting in higher education, with regard to the operations employed, and the meanings produced from the changes made in the text. Our theoretical discussion is based on a text production design as “verbal activity” in which we deal with two distinct figures - Writer Active and Internal Player (SAUTCHUK, 2003;MARCUSCHI, 2008). We use also the concepts arising from the Genetics Criticism, that deals with the relationship between text and genesis (GRÉSILLON, 2002, 2008; HAY, 2002; SALLES, 2008; DE BIASI, 2010). The methodology of this research is qualitative and uses ethnographic procedures. Data were collected in a classroom of the 1st degree course of the period in Letters, the UERN campus of Pau dos Ferros, and will be analyzed from linguistic operations identified by generative grammar and taken over by Lebrave and Grésillon (2009). We were able to confirm that the rewriting has to show up as an activity of utmost importance to the writing process. The substitution was the most used operation, which can be explained by the replacement, according to which proposes Genetics Criticism constitute the origin of all erasures.

Keywords

• rewrite
• Higher Education
• Genetic Criticism