Termos metalinguísticos e operações de natureza gramatical na escrita colaborativa dos alunos do ensino básico

Abstract

Collaborative writing holds the potential to bringing references to language units and operations of language (re)construction to the surface in conversational interactions. The present study aims to trace the surfacing of metalinguistic terms during collaboration for textual production and to identify the nature of the operations performed. Methodologically, data were collected through audio-visual recording within the classroom with the same participants in two stages of schooling (grades 2 and 4). The analyses focused on the occurrence of metalinguistic terms and the domains to which they categorically belonged as well as on the discursive or grammatical nature of the operations of language re(construction). The results show that in both stages of schooling, the domains of spelling and punctuation were most prominent, along with the discursive operations. Also, a larger number of metalinguistic terms was identified in grade 4. Despite this predominance, the results also reveal the potential of collaborative writing to activating the explanation of metalinguistic knowledge, in association with operations of language (re)construction. Such potential may be reinforced by the teacher's clarifications during the writing process and by activities that review the grammatical choices and decisions made during the writing process.