Understanding writing as a process in PIBID’s teacher training

In this article, we deal with the conceptions of writing, revision and rewriting of teachers in initial training attending PIBID, aiming at investigating how the theoretical-methodological foundation on such processes is built. For that, we seek support on the enunciative-discursive perspective and on the dialogical conception of language from Bakhtin’s Circle; on the concept of writing as work and on studies about the process of writing, focusing revision and rewriting. The research was developed in accordance with the fundamental of Applied Linguistics and action research, in a process of formation with the teachers. For the analysis, we considered the participation of the teachers in the initial and final questionnaires of the research, analyzing their understanding regarding the concepts involved in the process of writing. After the work performed in PIBID and considering the research records, we measure that the theoretical-methodological studies were apprehended in order to bring changes in the conceptions in each phase of the research, since the teachers have shown an understanding of writing as a process, and of revision and rewriting as inherent, recursive and dialogical stages that aim at allowing a text appropriate to the situation of enunciation