Abstract

SOUZA, Janaína Moreira Pacheco de  and  MORAES GONCALVES, Janaína Fernandes Rebello de. THE EMPOWERMENT OF WRITING IN SCHOOL: SCENES OF A TEXTUAL PRODUCTION CLASS. Revista Teias [online]. 2017, vol.18, n.49, pp.90-100.  Epub Aug 25, 2021. ISSN 1982-0305.  https://doi.org/10.12957/teias.2017.26210.

This article discusses the intrinsic relationship between the writing learning processes at school and the pedagogical approach of the teacher as the mediator of this process. To support this dialogue, we present results of a reflection done with students of 2nd year of High School, about the appropriation of writing in the moment of evaluation. Given that, there is a qualitative gap between the results obtained of these analysis and the thematic discussions previously made. The material produced by the students, after these discussions, revealed issues that are around a pedagogical practice of "writing style" as something pragmatic and technicalities. "Fear" also appears as inhibitor factor for textual production, being represented by terms such as "I have difficulty", "I cannot put on paper what I think" or "it's very difficult." Think about these attitudes is keep in mind that the responsibilization of the writing process is something criticize, creating negative marks on the act of writing. The affective memory of pleasure in the text production in childhood was something that was always appearing in the notes of the students, what suggests a paradox between the writing representation at that period and nowadays. In order to understand the writing experience in school by the students, it is important to reflect about the necessity of adjustment in teaching that breaks paradigms and does not give so many values to technique instead the thought. The teacher has the challenge of rethinking his/her practices in the classroom, in a way that considers the student diversities and values the act of writing as a possibility of expression in authorial styles.

Keywords : Textual production; pedagogical practice; meaningful learning.

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