PRACTICAL APPROACHES OF DIALOGIC TEXTUAL REVISION IN HIGH SCHOOL

ABSTRACT This article discusses approaches for teacher´s revision in written composition teaching. Based on the dialogic perspective revision assumptions’ (RUIZ, 2010; POSSATI, 2013; MENEGASSI e GASPAROTTO, 2016; 2019), it is presented a didactic proposal to this approach, exemplified and elucidated in a composition from a High School Integrated to Technical Education student. The proposal is based on assumptions of the Discourse Dialogic Analysis (BAKHTIN/VOLOCHÍNOV, [1929] 2009; BAKHTIN, [1979] 2010; BRAIT, 2012), the writing conception as work (GERALDI, 2011; FIAD e MAYRINK-SABINSON, 1991; MENEGASSI, 2016) and on teacher´s textual revision researches (HAYES, 2004; ALLAL et al., 2004; TRUPPIANO, 2006). It was aimed to comprehend i) how to make a revision note effectively related to the language in dialogic perspective ii) which linguistic and extra linguistic aspects are implicated in this teacher´s textual production; iii) the making notes alternatives according to the revision aim; iv) the revision beyond the text correction itself, focused on the global student formation concerning to written discourse, in order to comprehend the rewriting quality as part of writing learning by the student. The results showed the teacher´s revision as a textual production to be taken in its totality, as to set relations among revision notes, revision aim, immediate and broader working conditions; dialogic revision note´s fundamental features.