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The aim of this text is to offer a literature review around the main aspects that involve the construction of the dissensual scene in Jacques Rancière, showing how the fabulative power of fiction produce any moments that disturb the consensual chains of actions, gestures, existences and experiences. Firstly, it is provided evidence on how the method of the scene is defined by Rancière as the elaboration of a web or assembly of a complex plot around a singularity, through an operation of dismantling hegemonic and asymmetric legibilities. In a second step, it is argued that this montage operation involves the construction of a writing and a singular lexicon, articulated around the intersection and coexistence between the “random moment” and the “measureless moment”, which are temporalities that Rancière uses to name political emancipation. Finally, it is highlighted how fabulation alters the sensitive map of experiences by producing scenes of dissent that function as a machine that interrupts the winners’ time, refuses the causal continuity of narrative organization and reconfigures appearances and their forms of readability. The measureless moment, reappropriated by a non-explanatory writing, works as a basis for the creation of scenes that reconfigure the spaces and times previously destined to the subjects, failing to meet expectations and, thus, altering the landscape of what is thinkable and possible. [ABSTRACT FROM AUTHOR]

In this study, we adopt a functional perspective, based on the context conceptualisation and on the experiential structure of the transitivity system proposed by Systemic Functional Linguistics (SFL). According to this perspective, we consider the various contextual spheres that involve the writing process, from the immediate context of situation to the extended context of culture, and the unit of analysis is the process, expressed by the verb, which organises the clause as a configuration of experience. The aim of the study is to verify the change in the experiential configuration of the writing process of students from Portuguese basic education, as revealed by the processes emerging in participants’ discourse during collaborative writing. Transcriptions of group discourse interaction in different school levels (from second to eighth grade) were analysed. The analysis focused on the frequency and relative weight of the distribution of the processes by the different context spheres and by the different types of processes according to the SFL categorisation (material, relational, mental, verbal, behavioural and existential). The results do not show differences between school levels as to the weight of the different types of processes but reveal an increasing weight of the processes associated to the wider context, from which students will draw the content knowledge to be included in the text and the features of the text genre, and also an increasing weight of processes associated to the text genesis. This progression points to the pedagogical potential for strategies aiming to broaden the content and the language under consideration in the writing process. [ABSTRACT FROM AUTHOR]