A antecipação em contexto de escrita colaborativa no ensino fundamental

Abstract

This article aims to investigate anticipations related to epi and metalinguistic activities of newly literate students who participate in collaborative writing processes in the classroom and in dyads. The theoretical anchoring starts from the Benvenistian Enunciative Linguistics and Text Genetics, with the contribution of Cognitive Psychology. These theories, allied to the Ramos System - a methodological device used to capture, simultaneously, writing processes in real time and space in the classroom - should provide clues to the understanding of the ways in which anticipations occur while students write and/or or talk about what they write. The work will observe the most common of anticipations in collaboratively written texts, namely, the anticipation that produces an interruption of the enunciative process or those produced by a desynchronization between the cognitive processes of planning the utterance and its motor execution. The research consists of 4 writing processes of the 2nd year of elementary school, 2 from a school in Aveiro, Portugal and 2 from a school in Maceió, Brazil. In this first analysis, the data pointed to a greater appearance of anticipations with a prospective movement, that is, the one in which doubts are presented before writing.