Juntos somos mais fortes: contribuições da escrita coletiva processual e o papel da mediação docente no desenvolvimento de escritores competentes

Abstract

Text production is an essential activity in the learning process, as it enables students to express ideas, construct meanings, and engage in social practices mediated by written language. Producing a well-developed text requires not only knowledge of the topic and mastery of linguistic conventions, but also an understanding of the communicative purpose and the characteristics of the textual genre. In this context, collective writing, combined with process-oriented writing practices mediated by the teacher, constitutes a relevant pedagogical strategy that is still insufficiently explored in everyday classroom practices. Diagnostic activities indicate that third-grade elementary school students often present difficulties related to narrative organization, articulation of textual elements, and comprehension of genre-specific features. This study aims to analyze whether and how collective and process-based writing strategies, mediated by the teacher, can contribute to improving the quality of students’ written production. This qualitative, applied research was conducted with a third-grade class in a private school in the city of São Paulo, Brazil. The methodological procedures included the design and implementation of a didactic sequence focused on the fable genre, encompassing stages of collective text production, individual writing, guided revision, and rewriting. The analysis of students’ written texts revealed significant progress in narrative organization, understanding of genre structure, articulation between plot and moral, and strengthening of authorship. The findings indicate that teacher-mediated collective writing fosters the development of textual awareness and contributes to improving the quality of written production in the early years of elementary education