Correção dialógica de textos escolares: diretrizes para a prática docente

Abstract

In this work, I discuss the types of textual correction, with an emphasis on dialogical correction intertwined with the work with text production in the procedural approach, so that from the initial years of Basic Education, competent students in writing are trained. To this end, I have as a guiding question: How to develop a theoretical methodological teaching support in the format of an educational product to train teachers in the first grades of Elementary School in the activity of correcting students' texts, in order to guide and encourage textual re-elaborations? To this end, I outlined the following specific objectives: to explain the main theoretical and methodological assumptions on which the study is based; present the educational product prepared on types of textual correction, with an emphasis on dialogic correction; report the process of applying this product in 2024 with a group of teachers from the first grades of Elementary School, from a private school in the city of Londrina; carry out a critical analysis of the results of this application and verify whether the subjects participating in the research demonstrate a willingness to use dialogical correction in the students' texts based on the training they have had. To prepare this research, I used theoretical foundations of Text Linguistics, such as the socio-interactional conception of language, text teaching at school in the procedural approach, textual genre, discursive domain, textual type and types of correction of the student's text. As a methodology, I applied field research, developed in two face-to-face meetings with eight Elementary School - Early Years teachers from a private school in Londrina, Paraná, in January 2024. In this sense, I developed and applied the educational product whose title was “Didactic notebook for continuing teacher training: dialogical correction as a strategy to promote textual revision in the early years of elementary school”. In these continuing education meetings, we discussed the types of correction with examples of correction in the students' texts and, at the end of each meeting, I presented questions for the participants to answer. I proceeded with a qualitative analysis of the responses and the results showed that the participants understood the proposal well and 100% demonstrated interest in carrying out dialogic correction in the students' texts, which shows that the specific objectives were achieved.