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Desenvolvimento da competência escrita no ensino básico: a importância do processo de escrita
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.74 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório espelha todo o percurso ao longo da nossa prática pedagógica, no âmbito do Mestrado em Ensino do 1º e 2º ciclo do Ensino Básico e descreve as aprendizagens adquiridas nos vários contextos, onde se desenvolveu um estudo.
O tema do estudo incide sobre as tarefas associadas ao processo de escrita. Foi desenvolvido com 52 alunos de 2 turmas de 6º ano. Procedemos a um estudo de caso, tendo como objetivo: analisar o modo como os alunos contruíam um texto narrativo, tendo em conta os processos de escrita. Deste modo, queríamos perceber o que os alunos experienciam, como interpretam e como estruturam o que aprendem.
Este estudo é de natureza qualitativa e reveste-se de características de estudo de caso. Para tratar os dados, foi realizada uma análise de conteúdo.
Os resultados revelaram que mais de 80% dos participantes procedem à planificação do texto narrativo, respeitando todas as componentes que a constituem, procedem igualmente à textualização, ainda que pouco desenvolvida, tendo em conta as competências que os alunos já deviam ter adquirido no último ano do EB. No entanto, mais de 90% não procede à revisão de texto.
A reflexão sobre esta investigação permite-nos repensar a importância dos subprocessos de escrita em contexto escolar e na forma de melhorar as aprendizagens dos alunos, para que se tornem adultos competentes em produção escrita, a par de outras competências essenciais, para uma vida ativa e informada.
This report reflects the whole course of our pedagogical practice, within the framework of the Masters in Teaching of the 1st and 2nd cycle of Basic Education and describes the learning acquired in the various contexts, where a study was developed. The topic of the study focuses on the tasks associated with the writing process. It was developed with 52 students from 2 groups of 6th grade. We proceeded to a case study, with the objective of: analyzing how the students constructed a narrative text, considering the writing processes. In this way, we wanted to understand what students experience, how they interpret and how they structure what they learn.These studies are qualitative in nature and feature case study characteristics. Content analysis was performed. The results revealed that more than 80% of the students are planning the narrative text, respecting all the constituent components. They also carry out the textualization, even though it is poorly developed, considering the competences that students should have acquired in the last year of EB, but more than 90% do not revise the text. The reflection about this research allows us to rethink the importance of the subprocesses of writing in a school context and in the way to improve the learnings of the students to become adults competent in writing production, along with other essential competences, for an active and informed life.
This report reflects the whole course of our pedagogical practice, within the framework of the Masters in Teaching of the 1st and 2nd cycle of Basic Education and describes the learning acquired in the various contexts, where a study was developed. The topic of the study focuses on the tasks associated with the writing process. It was developed with 52 students from 2 groups of 6th grade. We proceeded to a case study, with the objective of: analyzing how the students constructed a narrative text, considering the writing processes. In this way, we wanted to understand what students experience, how they interpret and how they structure what they learn.These studies are qualitative in nature and feature case study characteristics. Content analysis was performed. The results revealed that more than 80% of the students are planning the narrative text, respecting all the constituent components. They also carry out the textualization, even though it is poorly developed, considering the competences that students should have acquired in the last year of EB, but more than 90% do not revise the text. The reflection about this research allows us to rethink the importance of the subprocesses of writing in a school context and in the way to improve the learnings of the students to become adults competent in writing production, along with other essential competences, for an active and informed life.
Description
Mestrado em Ensino do 1º e do 2º ciclo do Ensino Básico
Keywords
didática de escrita produção escrita processos e subprocessos de escrita competência escrita writing writing process refection and importance of writing in human life