O uso de estratégias metacognitivas em uma oficina escolar de produção textual: o que fazem os alunos-autores?

Abstract

This research aims to identify the metacognitive strategies used in writing activities by sixth grade students from a public elementary school in the city of Rio de Janeiro, and to produce knowledge that can assist teachers in their writing lessons. Viewing writing as self- knowledge (Almeida, 2017), as a process of meaning-making (Vargas, 2012), we emphasize metalinguistic management (Gombert, 1992), in light of the conceptual framework of metacognition, understood as the individual’s ability to control and selfregulate their cognitive processes (Flavell, 1987; Nelson & Narens, 1990, 1994). The linguistic education proposed here is based on the contributions of Applied Linguistics, which seeks to understand social problems in which language plays a central role (Moita Lopes, 2006), emphasizes the importance of the relationship between theory and practice, and considers the research subject as someone capable of giving their opinion about what is being theorized (Rajagopalan, 2006). The research methodology adopted was educational action research (Tripp, 2005), with a qualitative and interpretive nature (Moita Lopes, 2016). Short story writing workshops were conducted, in which studentauthors answered a set of questions before and after the writing process. As a result, we observed that placing the writer at the center of the process was essential for studentauthors to get to know themselves as writers and become aware of their beliefs about writing; to mature as authors, gain self-confidence, and build a positive self-image as authors. Centering this research on student-authors also contributed to reflections on teaching practices, because through it was possible to make strategic pedagogical choices, reinterpretation of data, and the development of new perspectives on teaching.