This thesis aims to investigate the presence of modal particles ("PM") in the school manuscript, its deictic context and prosodic effects in the dialogical text of a dyad of newly literate female students. PM are 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 it that we analyzed quantitatively and qualitatively 10 processes that were collected in 2013, at the School CRIAR e RECREAR (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 - PTE, belonging to the School Manuscript Laboratory - L'ÂME - of the Federal University of Alagoas, through which it was possible to identify, quantify and qualify the PM that appeared in the text produced by the schoolgirls. The particles found were duly quantified by means of graphs, charts, and tables, and were classified by function, occurrence, deictic context, and prosodic value within the dialogical text. As a theoretical anchorage, we sought support from Enunciation Linguistics and Textual Genetics, thus seeking to contribute to linguistic studies focused on research on writing and authorship in the classroom. The present study showed through data analysis that the PM present in the dialogical text "point" to an internal reference, and without such contextualization they become empty of meaning, approaching, therefore, the deictic phenomenon. Moreover, the prosodic elements imbricated in PM maximize the communicative intentions of the speaker.