This research investigates, through a qualitative-documental approach, school dissertations produced by collaborating students, in the context of the writing classes, as well as the pedagogical practices undertaken by the teacher as mediating strategies of Student writing. The main objective of this investigation is to observe how different social voices are brought by the students in their writings, and how they are positioned before them. The documentary-qualitative research was undertaken based on texts produced by collaborating students, from the third grade of high school, from a public school of the state network of education, located in the municipality of Araguaína, State of Tocantins. To support this research, we considered some recent theories about literacy, with emphasis on scientific literacy, as well as theoretical assumptions related to texts and mechanisms of textuality. From this investigation, it was found that the social voices cross the student writing through allusions stories or references to dates, statistical data, explicit statements of third parties and through statements of non-explicit participants. Regarding the positioning of the students, they used various textuality mechanisms, such as coherence and cohesion, to appropriate these voices, in defense of their own points of view, on the proposed writing themes. After the diagnosis and analysis of the writing demands presented by the students, I present, as the final product of this research, a Didactic Unit (DU) for the teaching of language practices, guided by the research, whose objective is to contribute to the Scientific Literacy (SL), both students and mother-tongue teachers. Therefore, it is possible to affirm that this investigation has reached its purposes, whose main result is the methodological innovation for teaching and learning language practices, in the school context, besides contributing with new possibilities of Evaluation of the student's text, without prejudice to those necessary for the preparation of students for internal and external assessments. Moreover, this research evidences that it is possible to implement literacy situations, both of the student and the teacher, in the classes of mother tongue, based on the appropriation of the practice of research, guided by scientific literacy.
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