A produção textual na escola e a correção discursivo-dialógica

Abstract

This research, based on a theoretical literature review, investigates methods of correcting textual productions, particularly focusing on enunciative-discursive orientations informed by Bakhtin (2016). This objective unfolds into: exploring perspectives on text and textual production in educational guiding documents such as the BNCC; examining how the theoretical perspective on text and textual production influences classroom context, according to theorists like Conceição (2016), Geraldi (2011), Marcuschi (2008), and Roth (2006); describing how the "Redação Paraná" platform proposes corrections for textual productions; specifying how teachers carry out corrections based on criteria proposed by SEED. The research results in an inventory of frameworks that can assist teachers in corrections. Particularly, the framework proposed for discursive-dialogical correction conceives text as a communicative, interactive, and dialogical event. The role assumed by the teacher in this correction process goes beyond that of an evaluator, as they are a reader who engages in dialogue with the student.