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This article aims to list the contributions of rewriting and retextualization of stories using conceptual maps in the 9th year of elementary school, firstly through the discussion of rewriting and retextualization, as well as conceptual maps and their relation to the Theory of Significant Learning; then emphasizing the description of the procedures of the tasks of rewriting and of re-contextualizing in mappings of concepts produced by the students. The theoretical framework is based especially on the discussions of Marcuschi (2001), Andrea and Ribeiro (2010) and Novak and Gowin (1984). The investigation and the collection of the corpus were carried out in a primary and secondary school, located in Crato, state of Ceará. 40 conceptual maps were produced by 20 students. Of these, we selected 04 for analysis. This is a research and has a qualitative approach. From the analysis carried out, it is verified that the re-writing and re-contextualization through conceptual maps allow a broader understanding of the texts read, organization of information, externalization of previous knowledge, thus contributing to meaningful learning. From this result, we consider pertinent to discuss the contributions that the rewriting and the retextualization of stories using the conceptual maps can bring to the student's learning.

CONTRIBUIÇÕES DA REESCRITA E DA RETEXTUALIZAÇÃO DE CONTOS COM USO DE MAPAS CONCEITUAIS