The writing inscription in the child: relation of the subject with the erasures in copied texts

Abstract

Introduction: This study aims to discuss the operation of erasures and their relationship with the children in the process of acquiring writing, since these are marks of a conflict between the subject and language. The reflection is supported by the Interactionist perspective in Language Acquisition, proposed by Cláudia De Lemos, with approximations to the Language Clinic, about the discussion of the symptom in written language. Objective: To present and discuss erasures in texts written by two children who have difficulties in the process of acquiring writing. Methods: The study follows a qualitative guideline and seeks methodologically to investigate writing from a linguistic and subjective point of view. The data for analysis are texts and filming of two children, collected during writing group meetings. Results: Some texts point to an imprisonment in the original text, and there is a dissatisfaction and estrangement for the effect of not presenting the same text, as well as the effect of listening / imaginary reading affected by the school discourse. On the other hand, there are texts in which strangeness refers to the imaginary of a position in language, taking a position of listening / reading in which the subject is split between speech / writing (symbolic and unconscious operation) and listening / reading. Conclusion: The movements are subjective and say of a relation of the children with the writing, enabling the discussion of what involves the subject when shaving and repeating the text of the other