The purpose of this thesis is to investigate the presence of Brazilian Portuguese modal particles and their deictic context in the dialogic text of a dyad of newly literate students. Modal particles are characteristic marks of certain languages, linguistic expressions composed of lexemes present in some utterances, giving them a character of lightness, of validation, determining the intention of the enunciator within the utterance. Our corpus comes from the collaborative writing methodology in pairs. It was through this methodology that we quantitatively and qualitatively analyzed 10 processes that were collected in 2013, in a private school (Maceió - AL), transcribed from the productions of a pair of elementary school students who wrote in a collaborative situation. These data come from the School Textualization Practices Database, belonging to the School Manuscript Laboratory at the Federal University of Alagoas, through which it was possible to identify, quantify and qualify the Modal Particles of Brazilian Portuguese that appeared in the manuscript produced by the students. The particles found were duly quantified using graphs, charts and tables and were qualified by function, occurrence and deictic context within the dialogical text. As a theoretical anchor, we sought support from Enunciation Linguistics and Textual Genetics, thus seeking to contribute to linguistic studies focused on research into writing and authorship in the classroom. This study has shown through data analysis that the Brazilian Portuguese modal particles present in the dialogical text point to an internal reference, and without such contextualization they become empty of meaning, thus approaching the deictic phenomenon.