A língua e sua propriedade metalinguística no trabalho de escrita escolar: a relação do escrevente com sua língua no processo de escrita

Abstract

This article addresses the metalinguistic property of language as involved in classroom writing processes. To that end, the metalinguistic property is conceived in light of recent studies in anthropology of enunciation (Flores, 2006, 2019, 2024), which place the role of the speaker at the center of the discussion. Based on the contributions of these studies, we shift the focus to highlight the importance of the metalinguistic property of language finding its place in the manifestation of the subjects implicated in the enunciative act of writing. Our aim is to reflect on the criteria that bring this property to the forefront within the interactional relationship between teacher and student. The reflection presented identifies four defining criteria of the metalinguistic property: (1) the double inscription of enunciation in school writing; (2) the explicit mobilization of the metalinguistic faculty in the individual metalinguistic reflection inherent to language; (3) the social aspect of writing revealed through the process of reading, revising, and initial correction of texts by the teacher; (4) the historicity constructed in the interaction mediated by the metalinguistic faculty, which affects the process of rewriting one's own text.