Gênero discursivo artigo de opinião: a (re)escrita em foco

Abstract

This study investigated the rewriting of the opinion article genre in 9th-grade classes at the Maria Aparecida Rosa Municipal School, aiming to analyze how pedagogical practices regarding correction, assessment, and guidance influence students' linguistic-discursive development. Specifically, it sought to answer the following questions: how do pedagogical practices of correction, assessment, and guidance influence the rewriting process of the opinion article genre, and in what ways do these practices contribute to the enhancement of students' discursive capabilities? The research was grounded in the premises of Text Linguistics— specifically regarding mechanisms of textuality (Koch, 2002; Marcuschi, 2008; Antunes, 2003)—and the Enunciation Theory of the Bakhtin Circle (Bakhtin, 2016; Volóchinov, 2021 [1929]). These perspectives, centered on the concept of dialogism, allowed for the observation of language in its dialogic dimension, wherein rewriting is viewed not merely as grammatical correction but as a process of the subject's active responsiveness to their own utterance and to the utterance of the other. Situated within the field of contemporary Applied Linguistics— specifically its “indisciplinary” strand (Moita Lopes, 2006; Moita Lopes & Fabrício, 2019)— this research adopted a qualitative-interpretative approach. Regarding methodological procedures, it relied on an ethnographic perspective supported by Literacy Studies (Street, 2014; Kleiman, 1995, 2008; Soares, 2007, 2009), enabling a detailed observation of the interactions between students and teachers during rewriting activities. Data collection involved analyzing texts produced by students, administering semi-structured questionnaires to teachers, and observing grading and feedback criteria, drawing on theorists who study writing and rewriting practices (Fiad, 2009, 2013; Lopes-Rossi, 2002). Discursive and textual mechanisms—such as production conditions, communicative function, cohesion, coherence, theme, and style—were analyzed. The analysis revealed the challenges students face during text rewriting and the strategies employed by teachers. It was found that the practice of rewriting, when guided by instructions that go beyond correcting grammatical elements, contributes significantly to the development of students' linguistic competence and autonomy, establishing rewriting as a prime opportunity for reflection and knowledge construction in basic education.