AS INTERAÇÕES EM PRÁTICAS DE REVISÃO E DE REESCRITA TEXTUAIS REALIZADAS POR MEIO DO MODELO DE ROTAÇÃO POR ESTAÇÕES NO ENSINO MÉDIO INTEGRADO

Abstract

This thesis concerns the interaction between students as well as between them and the teacher in practices of revision and rewriting of Enem argumentative essays, carried out through active methodologies. The work is the result of qualitative and interpretivist research, affiliated with Applied Linguistics (Moita Lopes, 1994, 2006) and methodologically carried out through assumptions of the conception of action research (Thiollent, 2011). The thesis defended is that the participation of the students in revision and rewriting activities, in groups, organized based on an active methodology related to blended learning, the station rotation model, together with the teacher’s actions throughout the educational practice, contributes to the development of the autonomy of these pupils as revisers of their own texts. Thus, the main goal of the study is to understand how the interactions of integrated high school students between each other and with the teacher, during their participation in collective revision and rewriting activities guided by the station rotation model can develop the autonomy of the pupils as revisers of their own text production. The specific goals are: i) to analyze the contribution of scaffolding present in the interactions between the students as well as between them and the teacher, during the revision and rewriting activities carried out collectively, to the development of the students as text revisers; and ii) to analyze which aspects of the group discussions are reflected in the students’ text production when they need to revise and rewrite their own texts without the help of an external reader. The main theoretical base for the research is: the enunciative-discursive view of language (Bakhtin, 2015, 2016; Volóchinov, 2017, 2019); the understanding of writing as work (Fiad; Mayrink-Sabinson, 1994 [1991]); Vigotski’s studies (2001, 2007) on interaction, collaboration and internalization, as well as those of Van de Pol, Volman and Beishuizen (2010) about scaffolding. The data were generated from a teaching project about the Enem essay conducted by the author of this work, in the Federal Institute of Mato Grosso do Sul (IFMS) – campus Coxim, in 2023, through recording of interactions, questionnaires, interviews, materials written by students and by the researcher as well as field notes. The contribution of the research relies on the fact that it allows for the expansion of understanding, development and improvement of the work with collective and collaborative text revision and rewriting through active methodologies, consisting of a contribution to teacher training. The results show that both the interactions between the students and between them and the educator contributed to the development of participants as revisers of their own texts. This was due to the fact that the students progressively internalized knowledge and practices that are important to revise and to rewrite, starting from situations in which they received more external collaboration to those in which this support decreased. In addition, the research highlights the teacher’s acting as an essential factor to students’ development of autonomy in the revision and rewriting of their texts.