O sentido das palavras e a ortografia no processo de escrita colaborativa

Abstract

This study investigates the emergence of metalinguistic activities related to the meaning and spelling of words, arising from oral interactions among recently literate children during the collaborative production of a text. The data are part of the corpus on textualization practices in the classroom, developed by the School Manuscript Laboratory (LAME), and include visual, sound, and written media collected through the Ramos System (Calil, 2020) in a 4th-grade classroom of the 1st Basic Cycle. The multimodal nature of the material made it possible to analyze oral and written metalinguistic activities manifested in the writing process. The study focuses on three episodes from the same text creation process, in which students discuss and make decisions about the spelling and meaning of the words “máquina”, “multifunções” and “autêntica”. The negotiation surrounding these words triggers different reflective activities, such as establishing analogies and decomposing the units that make up the words. The analysis is based on studies of metalinguistic reflection (Gombert, 1992; Myhill, 2010) and employs categories from the Didactics of Writing (Calil, 1998; 2008; 2016; 2020), which allow for the description and operationalization
of the set of actions that constitute metalinguistic activities.