A mediação pedagógica no processo de produção textual: da escrita à textualização

Abstract

The purpose of this paper is the analyses of the pedagogical mediation during the process of writing. For this one, we have as a general goal to examine, in the process of the students´ writing at 9th Grade at Elementary School, the use of arguable discourse markers in the Textual Gender named Opinion Article. As specific goals: a) verify the recognition about the composition plan of arguable sequence revealed by the students when they write an opinion article without the teacher´s help and with the same one; b) analyze the use of arguable discourse markers according to the sense relations established by them in the writing process with and without the teacher´s help; c) examine the result of the pedagogical mediation in the students´ writing process. We still intend, in relation to the obtained results, to create a purpose of intervention with the writing in the context of the Portuguese Language teaching-learning. Using as theoretical base, in the area of Textual Linguistics, the assumptions discussed by authors as Marcuschi (2008, 2009), Adam (2011), Koch (2005, 2008, 2009, 2011, 2013a, 2013b, 2013c, 2013d, 2014). For the study of genres Bakhtin´s postulates (1997a, 1997b), Adam (2011), Dolz and Schneuwly (2004). At the argumentation analyses we ourselves countersign in studies of Ducrot (1972, 1989), Koch (2011), Charaudeau (2012) and Guimarães (2002). In relation to the conception ofpedagogical mediation, we ourselves countersigninVygostsky´s (2001) and Antunes´s concepts, too (2003, 2007, 2009, 2010). It is a field research, qualitative-interpretative approach that has as a methodological pillar in the basis of Bortoni-Ricardo (2008), Gil (2008), Marconi and Lakatos (2003). The scenery school of the research is a public school, located in Altos – Piauí. The corpus that constitutes this research has some writings from arguable texts written by students from Ninth Grade at Elementary Schoolin two different situations: one teacher´s non-help writing and other writing helped by the teacher. From the information analyses of the early writing, pointed to the proposed goals, were developed and systematized mediation procedures to favor the students´ progress in the writing process. The data were analyzed taking as a basis Ducrot´s theory (1972, 1989) that considers the arguable discourse markers as the main display elements of statement arguable power, in Adam (2011), Charaudeau (2012), Antunes (2003, 2007, 2009, 2010) and in Koch´s studies (2011, 2013a, 2013d). After the qualitative-comparative analyses of non-mediated and mediated texts, we verify that the pedagogical practice in the mediation point view was essential to the students, in the writing process, used with accuracy the arguable discourse markers in the Gender named Opinion Article, therefore, favoring the learning process of the students‟ writing.