ANTICIPATION IN THE CONTEXT OF COLLABORATIVE WRITING IN ELEMENTARY SCHOOL
Anticipation; collaborative writing; metalanguage; erasure.
This thesis aims to investigate the anticipations related to the metalinguistic activities of elementary school students who participate in collaborative writing processes in pairs and in the classroom. in the classroom. Anticipation is a phenomenon intrinsic to all human activities,
including writing processes. The study is justified in view of the few investigations about anticipation in text production, mainly due to the difficulty of accessing anticipations. anticipations. The theoretical framework is based on Text Genetics and Benvenistian Enunciative Linguistics, with contributions from
Enunciative Linguistics, with a contribution from Cognitive Psychology. These theories, combined with the Ramos System - a technological device used to simultaneously capture two-way writing processes processes, in real classroom time and space, provide clues to understanding the ways in which
anticipations occur while students are writing and/or dialoguing about what they are writing. what they are writing, as well as to establish the relationship between automatization of writing, anticipation and writing, anticipation and erasure. The study highlights the importance of anticipation in understanding genesis by elementary school students, based on the analysis of six collaborative writing processes. processes. The results suggest, through the empirical evidence found, some indications for teachers on how to promote anticipation in situations of production situations in the classroom.