THE PROCESS OF WRITING FABLES IN SCHOOL: FROM PLANNING TO REWRITING THE TEXT

Abstract

This article aims to reflect on the teaching of text production in schools—viewing writing as a process comprising distinct stages—and to analyze the contributions of teacher mediation, feedback, and rewriting to learning the fable genre in the 6th grade of elementary education. Methodologically, the study employs a qualitative approach—bibliographic and descriptive-analytical in nature—linking theoretical discussions on text production and discourse genres to the analysis of a pedagogical experience conducted with 6th-grade students. The initiative encompassed activities involving reading and the activation of prior knowledge regarding the fable genre, text planning, drafting, producing the initial version, teacher feedback, and rewriting. To illustrate the effects of this process, excerpts from the initial version and the rewritten text of a student's work were analyzed, focusing on linguistic, discursive, and compositional aspects. The results demonstrate that rewriting, guided by teacher intervention, enabled significant changes in text organization—particularly regarding plot construction and the incorporation of characteristic fable elements such as conflict, climax, and resolution. The analysis further reveals that teacher feedback holds greater pedagogical potential when it does not mark the end of the writing activity but instead provides the means for students to reflect on their choices and rework their texts. It is concluded that the systematic teaching of text production stages, combined with teacher mediation, fosters the development of writing competence and contributes to shaping students who are more autonomous and aware of their own writing processes.