Textual rewriting and the teaching and learning processes of students from the Early Years of Elementary School

Abstract

This work is part of a study developed in the "Pedagogical Residency" Program articulated to the Pedagogy course of the North University Center of Espírito Santo (CEUNES/UFES) during the months of August 2018 to January 2020. It presents reflections on how the rewriting activity can help and contribute significantly to the process of writing and textual elaboration. The research was conducted in a Municipal School of São Mateus - ES, located in a community with high social vulnerability of children. The aim was to analyze the children's textual productions, from the development of an intervention project that was born through a diagnosis made by the Municipal Department of Education in which the countless difficulties of writing of the students were detected. The methodology used was qualitative research with observation, participation and data collection through the field diary with notes of educational practices established in the classroom. The study is referred in the theoretical contributions of Geraldi (1991), Bakhtin (2006), Cagliari (1993), Antunes (2003) among others that discuss the process of textual production in the classroom. The results of the research, from the students' textual production, show how important the use of rewriting is for the construction of the subject-author and text producer.