Resumo:
In light of the assumption that language is place of incorporation of social relations, the language of instruction should be given through legitimate social practices and, necessarily, from a reflection on its operation. This language of vision, and consequently writing implies a cooperative relationship between two or more people (ANTUNES, 2003) and assumes that have to say, is a basic condition for the success of this practice. It is the relationship between the parties that the writing acquires functionality. The act of writing requires the person performing the ability to think who the other to whom your text is addressed, as should refer to it and what you want to communicate. In this sense, this work aims to present the theoretical and methodological avenues of research "Written in dialogy: production of texts in/out of school" developed in the Professional Master of Arts (Profletras) of the Federal University of Bahia, from a pedagogical intervention held at the Municipal School Amelia Rodrigues (Salvador/BA), with students in the 7th grade of elementary school II, in the academic year 2014. In order to enable the student to create a writing practice in which dialogy be a principle to be experienced as an exercise of self/other and of their being in the world, this intervention takes the fundamentals of social genres (BAKHTIN, 2011) letters, messages, emails, interviews, oral conversations and many others, believing that the matching logic there is no escaping the encounter with the dialogic, with the other sender / recipient and their political places of identity construction. Therefore, I will present the results of the actions developed in the classroom in 2014, when I worked as a teacher and researcher, overcoming the dichotomy that separates theory from practice, through descriptive and analytical exposure workshops that helped me in listening to the school environment and that served as a methodological basis for me to think about building another way of writing work in this environment.
