Graus de explicitação: marcas da intervenção oral docente em reescrita de produção textual

Based on relevance theory developed by Sperber and Wilson (1986, 1995), this case study analyzes the effects of teacher oral intervention in the explicitness degrees of a rewriting text by one senior high school student in Imbituba, Santa Catarina. The study was organized in three steps: first, the student produced a text which degree of explicitness was evaluated by the teacher; then, an instructor oral intervention followed; and last, a rewriting text was demanded from the student. The outcomes corroborate both hypotheses: (a) that the rewritten text includes marks of teacher intervention, cognitive environment activated in previous steps and inedited information derived from the second text, and (b) that the rewritten text is more explicit than the previous text. In this article, using research methodology proposed by Rauen (2005), the outcomes are shown in the text production, oral intervention and text rewriting analysis of this individual.