TEXT, WRITING AND SOCIAL INTERACTION: REFLECTIONS ON TEACHING TEXT PRODUCTION IN SCHOOL

Abstract

This review article, based on an excerpt from a master's thesis, discusses the importance of text and writing instruction in the school context, drawing on theoretical contributions that understand language as a social, interactive, and formative practice. It starts from the understanding that the school plays a central role in the insertion of students into the universe of texts that circulate socially, enabling them not only to master linguistic conventions but also to construct meaning, participate socially, and exercise citizenship. In the field of Portuguese language teaching, writing ceases to be understood as a simple reproduction of grammatical rules and begins to be conceived as a discursive, situated, and intentional activity. In this process, the article addresses historical changes in conceptions of language and writing instruction in Brazil, highlighting the shift from normative and instrumentalist perspectives to interactionist approaches. It also problematizes the contribution of Textual Linguistics and dialogism to the understanding of the text as a unit of meaning, marked by cohesion, coherence, intentionality, situationality, and interlocution. Furthermore, the teacher's role as a mediator in the writing process is highlighted, especially in the planning, revision, and rewriting of texts produced by students. It is concluded that teaching writing, when linked to social language practices, expands the possibilities for critical thinking and active participation of students in different spheres of social life.