Abstract:

This work is guided by the theoretical and methodological aspects of Discursive Neurolinguistics (COUDRY, 1986/1988) developed at Campinas State University (UNICAMP/Brazil) and supported by a socio-historical-cultural conception of language (VYGOTSKY, 1984; BAKHTIN, 1929/2003.). The discussion will be guide also by bakhtinian conception of "aesthetics" and "ethics" and assuming that the subject acts in the world in a singular way and must assume the responsibility of his acts. The context of the discussion is the dialogical feedback of a Brazilian teacher in the writing process of a middle school Brazilian student (Brazilian Ensino Fundamental) with learning disabilities. The aim of this presentation will be to interpret how the teacher's feedback guaranteed that the student could published a text of his own in the school book of texts. The data analysis will start by the linguistic materiality, focusing on the relation which the subject establishes with his own writing as well as the role that the teacher has in the process of inclusion. The datas, constituted by texts (writing and re-writings) produced by the student, shows that dialogical feedbacks done by the teacher also allows the text to incorporate marks of subjectivity, even though they need a strong action from the other to provide completion and to guarantee the text adequation regarding its grammar and structural frame.

At the end, the data analysis will show how the Discursive Neurolinguistics approach aims on the irregularities, on the errors from what is considered standard besides the student's disabilities ain process of written language acquisition.

Keywords:

Feedback, writing and learning, Learning disabilities.