A escrita do gênero fichamento de opinião na universidade: o feedback como possibilitador de uma reescrita responsiva

Abstract

This work aims to investigate feedbacks as a theoretical-methodological tool in writing that constitutes a practice with the potential to contribute to the rewriting of texts. But, specifically, we seek to analyze which linguistic-discursive aspects are mobilized by the advisors in the production of a dialogic feedback, as well as to investigate how the feedbacks contribute to a responsive and critical rewriting. Linked to these objectives, the questions we propose to answer are: 1. What linguistic-discursive elements are mobilized by the teachers in the production of dialogic feedback? 2. How does feedback contribute to responsive and critical rewriting? The theoretical basis is related to the concept of language in a dialogical conception (VOLÓCHINOV, 2017; BAKHTIN, 2000), as well as to the theoretical- methodological perspective of feedbacks (MENEGASSI; GASPAROTTO, 2020; BATISTA- SANTOS; SILVA; 2018; WILLIAMS, 2005; SERAFINI; 2004). The qualitative- interpretative methodological framework is supported by the interdisciplinary conception of Applied Linguistics (MOITA LOPES, 2006). The methodological instruments were the feedbacks and opinion records produced during the development of the Extension Course 'Developing Academic Literacy: Reading and Writing Practices at the University'. The research subjects are the lecturers of an extension course at a public university in the state of Tocantins. This research understands that the work developed by the participants can contribute to the recognition of students as authors of their own text through the stimuli given with the feedbacks. The data revealed that the feedbacks allow, according to the teacher's posture, an active responsiveness as they make decisions about their writing.