Escrita e reescritas de relatos de experiências: uma proposta didática para o 5º ano do Ensino Fundamental I

Abstract

Text production in the classroom represents an ongoing challenge for the development of students’ writing skills. While initial writing is an essential step, it is through rewriting that more cohesive, coherent, and contextually appropriate texts are constructed. Correction and rewriting provide students with the opportunity to critically reflect on their work, identify aspects to improve, and develop greater awareness of the writing process. This study, grounded in an interactionist view of language, aimed to investigate the effects of the teacher’s interventions on the rewriting process of 5th- grade students’ texts in a public municipal school located in western Paraná, Brazil. Employing a qualitative approach, articulated with Applied Linguistics and guided by the principles of action research, the investigation enabled the analysis of the school context in its complexity and the collaborative construction of knowledge between teacher and students. The study was based on the students’ initial texts and two rewritten versions developed within the didactic proposal entitled Foz do Iguaçu: a special trip. The project involved the production of experience reports based on a class trip to Foz do Iguaçu. These texts were compiled into a book made available in digital format to families and in print for the school library. Conducted over 17 lessons between September and November 2024, the proposal included the study of the “experience report” genre, the initial text production, teacher-led correction, targeted activities based on difficulties identified using a rubric created by the researcher, a first rewriting, a second round of corrections, and final text digitization. Feedback was provided through collective guidance and individualized notes, addressing each student’s specific needs. The systematization of difficulties through the rubric made it possible to identify, visualize, and precisely monitor student progress across text versions. The comparison between the initial and final texts revealed significant improvements, indicating that a structured approach to revision and rewriting contributed not only to enhancing textual quality but also to strengthening authorship and increasing student engagement in the writing process. The results demonstrate that reflective, well-planned pedagogical practices—mediated by attentive listening and intentional teacher intervention—are essential for students to understand and develop all stages of written text production.