Termos metalinguísticos e operações de natureza gramatical na escrita colaborativa dos alunos do ensino básico / Metalinguistic terms and grammatical choices in the collaborative writing of primary school students

Collaborative writing holds the potential to bringing references to language units and operations of language (re)construction to the surface in conversational interactions. The present study aims to trace the surfacing of metalinguistic terms during collaboration for textual production and to identify the nature of the operations performed. Methodologically, data were collected through audio-visual recording within the classroom with the same participants in two stages of schooling (grades 2 and 4). The analyses focused on the occurrence of metalinguistic terms and the domains to which they categorically belonged as well as on the discursive or grammatical nature of the operations of language re(construction). The results show that in both stages of schooling, the domains of spelling and punctuation were most prominent, along with the discursive operations. Also, a larger number of metalinguistic terms was identified in grade 4. Despite this predominance, the results also reveal the potential of collaborative writing to activating the explanation of metalinguistic knowledge, in association with operations of language (re)construction. Such potential may be reinforced by the teacher's clarifications during the writing process and by activities that review the grammatical choices and decisions made during the writing process.La escritura colaborativa presenta la posibilidad de hacer explícita en la interacción la referencia a las unidades lingüísticas y las operaciones de (re)formulación. Este estudio tiene por objetivo comprender la activación de los términos metalingüísticos durante la colabo­ración para la producción de textos e identificar la naturaleza de las operaciones que se realizan. Meto­dológicamente, los datos se recogieron mediante grabación audiovisual en un contexto de aula, en dos momentos de la escolarización (2º y 4º grado) de los mismos participantes. El análisis se centró en la aparición de términos y dominios metalingüísticos y en la naturaleza discursiva o gramatical de las operaciones de (re)formulación. Los resultados muestran el predominio de los dominios de la ortografía y la puntuación y de las operaciones de naturaleza discursiva en los dos niveles de educación y la ampliación de los términos metalingüísticos en el 4º grado. A pesar de este predominio, los resultados también revelan el potencial de la escritura en colaboración para activar la explicitación de los conocimientos metalingüísticos en asociación con las operaciones de (re)formulación. Este potencial puede reforzarse con las explicaciones del profesor durante el proceso y con actividades que retomen las opciones y decisiones de naturaleza gramatical tomadas durante el proceso.   Abstract Collaborative writing holds the potential to bringing references to language units and operations of language (re)construction to the surface in conversational interactions. The present study aims to trace the surfacing of metalinguistic terms during collaboration for textual production and to identify the nature of the operations performed. Methodologically, data were collected through audio-visual recording within the classroom with the same participants in two stages of schooling (grades 2 and 4). The analyses focused on the occurrence of metalinguistic terms and the domains to which they categorically belonged as well as on the discursive or grammatical nature of the operations of language re(construction). The results show that in both stages of schooling, the domains of spelling and punctuation were most prominent, along with the discursive operations. Also, a larger number of metalinguistic terms was identified in grade 4. Despite this predominance, the results also reveal the potential of collaborative writing to activating the explanation of metalinguistic knowledge, in association with operations of language (re)construction. Such potential may be reinforced by the teacher's clarifications during the writing process and by activities that review the grammatical choices and decisions made during the writing process. Keywords: Writing process; grammar; metalinguistic knowledge; collaborative writing; didactics