Revisão e reescrita: contribuições da correção textual-interativa em textos estilo ENEM

Abstract

The writing process is fundamental to developing textual-discursive awareness in the student, whose focus from the product to the writing process changed when linguistic analysis was integrated into the teaching of Portuguese, as it includes the rewriting of texts (Geraldi, 2010). Along this path, some pedagogical practices emerged in order to encourage and improve students’ linguistic competence, such as text correction, but a correction that encompassed macrostructural problems, that is, production, designated in this study as textual-interactive correction (Ruiz, 2022). Considering textualinteractive correction as an intervention instrument that guides and directs revision and rewriting by the student, this study, therefore, aims to describe how textual-interactive correction is assimilated by students in this process. This research presents the concepts of evaluation, correction and review, which are sometimes considered synonymous, but which also present their specificities as guiding practices for the development and planning of the writing process (fer). Thus, we trace a journey that begins with the technological conception of writing, reinforcing its crucial role for civilization, in which, by meeting specific criteria, it is a technological domain, capable of contributing to the formation of the individual and to all social progress. The study also provides an overview of the teaching of Portuguese at school, presenting concepts and studies that place textual production as an important sphere within the scope of language teaching, presenting the changes that have occurred in classrooms in the light of new studies in area of linguistics and pedagogical practices. To then focus on a specific genre, which is the essay for the Enem (National High School Exam), an important exam for entry to higher education in Brazil. Thereby, we seek to present aspects concerning the criteria that are evaluated in the essay, highlighting Competence II, which makes up the scope of this research, só that it could be pointed out, compared, analyzed and exposed how much students present textual misconception, and how much the correctors perceive these deviations and, based on this, whether a textual-interactive correction can promote the analysis and reflection of their own speech on the part of the student. We observed that the correctors’ approach follows a guideline, allowing the student to be the author of their text and, mainly, to recognize themselves as such, which gave students the freedom to not limit themselves to the corrections pointed out by the corrector, but to promote a starting point for reflections. That is, the assertiveness of this teaching mediation lies in directing and developing textual-discursive awareness in the student.