Noticing e consciousness-raising na aquisição da escrita em língua materna

Abstract

The competence in textual production and the consciousness about this process must reflect the work done in teacher training courses, in order to prepare them not only to be producers of text, but mostly to become good mediators of this activity. From this finding, it was determined the main problem of this thesis: how did the Letras freshman develop the metacognitive vision of the acquisition in relation to the process of textual production? . To invest in this issue, it was organized a project involving students of the Letras Course from a Private University of Rio Grande do Sul, during the year 2007, in the disciplines of Portuguese I and II, in the way of the Holistic Model of Richter (2005). This Model considers the inseparability among conduct, concept and value in the professional practice . Having the Process Writing by White & Arndt (1991) as work philosophy, we chose the individual Chronological Portfólio as an instrument of highlight, resource that allows a longitudinal monitoring of the developments in the writing production. The work was organized in four sequential modules, facilitating a continuous assessment on the action taken, which allowed that the cyclical nature of the action research was observed and fed (Burns, 1999). In each module it was produced a different textual gender, which was rewritten four times. Each version received suggestions from the teacher, always, of a different nature. The first one involved questions about gender and sociopragmatic features; the second one was related to local and semantic aspects of coherence; the third one dealt with issues relating to the linguistic surface covering syntactic and morphological aspects and the fourth one was the final edition. Thus, it was investigated the influence of the noticing and the consciousness-raising in textual production from monitoring and selfmonitoring of the students involved. To compose a proposal of work which promoted a self-management of the process, it was sought to constitute a work considering the Theory of Activity by Leontiev (1981) and Engeström (1999). The research led to the conclusion that the social roles of teacher-tutor and student-taught are determinant for the transformation of the input to intake in the metacognitive process. Approaching acquisition of writing and Holistic Model, it was realized that all the formative content used in practice by the students didn t feed back the acquisition in metacognitive terms, without the official voice of the teacher. Thus, in the process undertaken throughout the project, it was identified a phenomenon which I called mirror effect , that is, all the reflection of the students about acquisition was sedimented as knowledge about from the validation of these findings by the teacher responsible for the conduct of the activities. It was established therefore an intersubjective work (Vygotsky, 1985), but at the end of the year, it was realized just a principle of internalizing of the explored concepts. But the consciousness of the students about framework, mediation and process was significant. This consciousness about the positivity of an appropriate methodology for teaching and learning of textual production facilitates the renewal of the school work with language. As the developed project explored practices of teaching with future teachers as a way of achieving the pedagogical practice in Basic Education, by the renewal of concepts about writing-process, the offer is considered valid as a contribution to Applied Linguistics.