As atividades metalinguísticas na escritura em díade

Abstract

The present study is a primary investigation of the epi/metalinguistic activities that occur during the writing process in the classroom, of students of the fourth year of basic education, in situations of dyad textual production. The theoretical framework comes from Benvenist's Enunciative Linguistics and Text Genetics, supported by the contributions of Cognitive Psychology. We seek to understand how epilinguistic and metalinguistic elements are activated in the construction of characters during the activities of the text in progress. The analysis data were collected at the Esgueira school in Portugal, captured in real time through the Ramos System, which consists of a multimodal capture mechanism in classroom time and space. The analysis to clarify these data raises the need to reveal the multiple aspects related to the research object: the text in progress, in addition to exposing other metatextual elements. The major contribution brought by this study was the perception of how the practice of activities with collaborative writing helps students improve their writing skills, at an individual level. It is concluded that, although the students make use of metalinguistic knowledge, there is a prevalence of epilinguistic events.