Pause. Creation. Writting process. Collaborative Writing

This work seeks to compare the incidences of pauses that occur during the real-time textualization process of a newly literate pair. The discussion will take place with the support of Textual Genetics and Cognitive Psychology, from a linguistic-enunciative approach, whose object of analysis is the process of textual production in the collaborative format between dyad, from the 1st year of elementary school, in the school environment. As a parameter for this study, we used the following categories: a) the pause that occurs during the writing process when it is related to the text being produced; b) the comments that appear before and after the pause with the aim of verifying which textual aspects they address, such as spelling, spelling, lexicon, meaning, etc. The study sample was defined by convenience and comprises analyzing the manuscript and the synchro film, in two processes of a pair, which alternate the role of scribe. The analyzes showed that, in both episodes, the pauses had a higher incidence in relation to spelling, but they were also identified in other textual aspects (spelling, lexicon, graphic-spatial, punctuation, grammar, anticipation). In addition, the data showed that the pause time, during the first process, was shorter than the writing time, alternating between short pauses and continuous writing. While, in the second episode, there was an inversion, as the pause time was longer than the writing time.