Diálogos de escrita: fala metalinguística sobre a escrita
DOI:
https://doi.org/10.28998/2317-9945.202586.43-75Parole chiave:
Diálogo pedagógico; Metalinguagem. Ensino da escrita. Mediação docenteAbstract
Este artigo investiga o papel da fala metalinguística dialógica no ensino da escrita, abordando a lacuna de pesquisas nessa área frente a outras disciplinas. O objetivo deste estudo é analisar como discussões sobre escolhas linguísticas - proporcionadas pelo professor e com objetivos claros de aprendizagem - podem potencializar a compreensão metalinguística e a agência autoral dos alunos. Para tanto, fundamentamo-nos no ensino dialógico (Alexander, 2020) e na linguística sistêmico-funcional (Halliday, 1975). A análise sintetiza dois estudos empíricos realizados com estudantes de 10-11 anos, na Inglaterra, baseados nos princípios VETD (Vínculo, Exemplo, Texto autêntico, Discussão). Ao final, concluímos que ambientes discursivos coletivos e repertórios docentes intencionais desenvolvem a autonomia escritora, demandando formação específica para práticas dialógicas.
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