Rescrever com o Outro: a Alteridade no Processo de (re)escrita para o Ensino-aprendizagem de Produção Textual

Abstract

This study examines the teaching of written text production in the initial years of elementary school from the perspective of dialogism and the interaction inherent in every act of enunciation, with the aim of reframing writing as a process in constant construction, and seeks to determine the role of students’ alterity in re(writing). Given that language is a social practice and that re(writing) involves the subject’s agency in and through interaction, the overall objective is to understand how the process of re(writing) can be enhanced by the perspective of the other in the teaching and learning of text production. Specifically, we seek to understand the concept of alterity, highlighting its importance in comprehending the difference and subjectivity of the other; to analyze alterity based on the contributions of Bakhtin and Paulo Freire, highlighting its implications for the field of education; and to propose a Teaching Sequence (TS) focused on the rewriting of the diary text genre, which highlights possibilities for working with alterity in the classroom context. Methodologically, this is a qualitative study of a descriptive nature, with a pedagogical-bibliographic focus, grounded in the theoretical contributions of Bakhtin and Paulo Freire. As an educational product, we have structured a Teaching Sequence (TS) designed for the 5th grade of elementary school, organized into six stages: Reading, Writing, Annotated Reading, Rewriting, Assessment, and Publication, in accordance with the National Common Core Curriculum (BNCC). The reflections and pedagogical proposal indicate that, by ensuring real-world conditions for textual production, writing transcends mechanical practice and takes on the role of producing meaning and establishing positions in the world. Immersion in Carolina Maria de Jesus’s Quarto de Despejo: Diário de uma favelada and the subsequent writing and rewriting of the diaries allow students to engage in the practical exercise of alterity. When prompted—through guided reading with the teacher and family, oral self-assessments, and formative and dialogic pedagogical notes—to rethink their texts from the perspective of the other, students break away from self-centeredness by looking at the other. This pedagogical approach transforms the act of teaching and learning into an emancipatory process that fosters autonomy. This dialogic cycle is completed with the digital publication phase. Using Digital Information and Communication Technologies (TDIC) to create and distribute a PDF anthology not only strengthens students’ multiliteracies and digital literacy but also strengthens ties with families and integrates students’ cultural capital into the home environment, in Bourdieu’s terms. Re(writing) guided by the perspective of the other shifts the focus away from the teacher and restores to the student the right to speak.