Abstract
This work takes a linguistic discourse point of view to discuss the relations between metalinguistic operations and erasures in written texts of students in the classroom. This way, taking a conception of structure that supports la langue in this functioning – that is, assuming a subject that demands signification and another one that provides interpretation – and through what Lemos has been outlining in recent years (1996, 1999a, 1999b), we will analyze Fabre’s (1986, 1987) and Abaurre’s work (1996, 1997) which assume an enunciative theoretical perspective to consider that change in drafts points to an attitude of interrogation and adequacy from the writer.
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