TOWARDS A DIALOGIC CONCEPT OF ACADEMIC WRITING: PRACTICES OF COLLABORATIVE WRITING IN VIRTUAL ENVIRONMENTS

This article presents a theoretical-epistemological reflection on academic writing as a dialogical process, focusing on collaborative practices in virtual environments. Taking as a reference the concepts of dialogy and surplus of vision (BAKHTIN, 2003; 2006; 2016), as well as epilinguistic activities and the understanding of writing as a process (GERALDI, 1997; GARCEZ, 1998; 2004), the objective is to outline a responsive / collaborative cycle of writing. We analyzed texts written by Language students from the Federal University of Goias using Google Docs. From this observation, it was possible to verify that the tools of the online platform allowed the continuous exercise of the surplus of vision and epilinguistic activities, not only at the end of the writing cycle, but throughout the textual production process.