Objectives:

• Investigate the metalinguistic activities verbalized by teachers and students during textual productions carried out in Brazilian, Portuguese and French classrooms.
• Study the linguistic and metalinguistic contents of the didactic-curricular materials used in participating schools and classrooms.
• Establish connections between the teaching of different aspects of the written language (graphic, orthographic, lexical, grammatical and textual), how these aspects are appropriated by learners (Brazilian, Portuguese and French) and the spontaneous comments related to the emergence of erasures (oral and written) in the manuscript under construction.

Expected results:

Contribute, through three studies, to the understanding, from a cognitive and linguistic-enunciative point of view, of “how” and “what” Brazilian, French and Portuguese students and teachers think when carrying out textual production proposals in the classroom. Teaching practices and didactic-pedagogical and curricular materials used in these specific situations will also be characterized, giving indications of how they interfere with the school manuscript under construction. It is hoped, with this, to move towards a better articulation between the teaching of written language and the learning of textual production