O dizer - fazer - compreender na produção textual de crianças em processo da aquisição da língua escrita: uma análise indiciária na perspectiva dialógica-enunciativa Bakhtiniana

Abstract

This research problematizes the teaching of written language in the literacy phase. It is born from the observation of the relevance of elaborating the question of the conception of language that bases teaching practices in the process of initial acquisition of the written language, Thus, we have as a general objective, to analyze the signs of comprehension of the written language in the textual productions produced by children, in the literacy phase enunciation in process, in the Bakhtinian dialogical scop of saying – doing – understanding. It is understood that these productions are responses to retrospective statements and that allow us to constitute prospective statements. Thus, the question that guides our reserch is ; what signs are present in the written production of the child in the literacy phase and what do these signs suggest about what the child already understands about the writing system? For the development of this work, we bring, in particular, the authors Bakhtin (2016; 2019; 2020), Volochinov (2020; 2021), Medvédev (2012) to discuss the cinception of enunciative language assumed in this research. To develop the discussions on literacy as a discursive process, we rely on the readings of Smolka (1999; 2019; 2020), Goulart (2012; 2020) Goulart and Corais (2020), Soares (2007; 2014; 2019; 2021), Rojo (2009), among other authors. The methedological approach of our analysis is inspired by the indiciary paradigm presented by Abaurre, Fiad and Mayrink – Sabinson (1997) that reflects on what the student already demonstrates to understand of the writing system from the textual productions that the child writes. Assuming the concept of enunciative language especially of concrete ultterance, we seanalysed, eleven written productions by students from the Fisrt and Second Grades of Public and Private Schools, collected by GEALE (Group of Studies on the Acquisition of Written Language) in 2003, seeking to understand what writing produced by the student suggest the child’s knowledge about the written language system. The analysis allows us to say that , although the productions are not written in the conventional model of the writing system, they can be understood as legitimate texts being able to add meaning to them. So we realize that when students are allawed to write, they write, showing themselves as subjects of language.