A COMPREENSÃO DO PROCESSO DE ESCRITA E SUAS CONTRIBUIÇÕES PARA O ENSINO-APRENDIZAGEM

According to Donida and Blanco (2021), the Brazilian educational system can be perceived as a perpetuator of social inequalities, manifested through variations in access to literacy. Beyond its social nature, writing is also a cognitive task in which several demands (ideational, textual, linguistic, procedural, etc.) compete for attention. In this sense, we conducted a literature review that covers the last 10 years with the purpose of investigating how studies in the field of psycholinguistics have contributed to the teaching and learning of writing. From the perspective of psycholinguistics, the definition of skilled writing involves the need to develop linguistic and textual genre knowledge in the target language (MANCHÓN, 2013). For the investigation of such skilled writing, methodological advances (RODRIGUES, 2019) have made it possible to monitor the writing process synchronously and non-invasively with the use of screen recording, recording of keys pressed on the computer (keyloggers), and eye tracking in order to subsidize school practices (BREUER, 2019; TIRYAKIOGLU, PETERS, VERSCHAFFEL, 2019). The reviewed literature broadly encompasses the subdivision of the writing process into planning, formulation/ translation, and revision/ editing according to models by Flower & Hayes (1980, 1981), Hayes (1996), and Kellogg (1996). These sub processes interact with each other cyclically, i.e., they are not implemented linearly, but recursively throughout the writing process. At last, we compiled sample psycholinguistics investigations that were incorporated into teaching and learning practices.