Text production in the 3rd year of elementary school: reviewing and rewriting in the development of higher psychological functions

Abstract

This paper presents part of a Masters in Education research that discusses text production, literacy and development of the higher psychological functions: attention, perception and memory. The research aims to understand how rewriting, based on the teacher-oriented review, contributes to the development of higher psychological functions in students in the 3^rd grade of elementary school. The methodology used was the qualitative research of the pedagogical intervention type, based on the historical-cultural perspective and on the conception of writing as work, for data collection and analysis. The conclusion was that the revision and rewriting, stages of the writing process, when used by the teacher as a methodological tool, favor the development of attention, perception and memory, since they lead the student to perceive specific characteristics in the written text. They also direct students’ attention to the selection of pertinent information, making associations stored in memory to organize thought, and writing a text that serves the communicative purpose of the interlocution.