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This paper presents an analysis of four versions of a written analytical activity carried out by a group of first year high school students in a federal public school, located in the city of Congonhas-MG, focusing on the appropriation and operationalization of the concept of enunciation and its categories which students carried out (BAKHTIN/VOLOCHÍNOV, 2009; BENVENISTE, 1995; PAULINO; WALTY, 2005). In each version are also presented the interventions/guidelines proposed by the teacher and the adjustments made by the students, young authors, in the process of writing. This activity proposal is based on a perspective that conceives written production as a (re)elaboration activity in which, dialogically, teacher and students co-participate in offering each other the word and the counter-word. (ANTUNES, 2003; MARCUSCHI, 2004, 2008; KOCH, ELIAS, 2015).

A OFERTA DA (CONTRA)PALAVRA: PRODUÇÃO ESCRITA E LEITURA ANALÍTICA À LUZ DA TEORIA DA ENUNCIAÇÃO