CONTRIBUTION OF METHODS OF CORRECTION OF TEXTUAL PRODUCTION FOR ACQUISITION OF WRITING IN FUNDAMENTAL EDUCATION II

Abstract

This article discusses the contributions of some methods of correction of textual productions and also of the practice of rewriting for the improvement of the acquisition of writing, based on a qualitative research in education, which had like corpus texts of the genre abstract produced by students of a 9th grade class of Elementary School II of a municipal school in Divinópolis-MG. For this, it is anchored in the theoretical assumptions of Antunes (2003, 2006), Bakhtin (1992), Brazil (1998, 2016), Fiad (2009), Franchi (2006), Geraldi (2012), Gonçalves (2010), Matencio (2003), Ruiz (2010). All produced texts were corrected by three different methods of correction: indicative, textual-interactive and checklist and rewritten after each method applied. The results point to better student performance compared to writing after rewriting based on checklists.