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Articulação entre leitura, escrita e conhecimento de adjetivos: uma proposta para o 4ºano de escolaridade
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| 3.12 MB | Adobe PDF |
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Abstract(s)
Este estudo foi desenvolvido no âmbito da unidade curricular Estágio
IV do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino
Básico e resultou da implementação de um projeto de investigação realizado
com uma turma do 4.º ano do 1.º Ciclo do Ensino Básico.
Com esta investigação, pretende-se compreender de que forma a
articulação entre a leitura, a gramática e a escrita pode potenciar a consciência
do funcionamento de adjetivos na escrita de descrições. Assim, os objetivos
do estudo desenvolvido foram, por um lado, descrever as conceções que os/as
alunos/alunas tinham sobre adjetivos e, por outro lado caracterizar o uso que
fizeram destes, quer do ponto de vista da oralidade, quer do ponto de vista da
escrita, mais concretamente na descrição de uma personagem em sequências
descritivas, integradas em narrativas ou em texto de descrição.
Para o efeito, recorreu-se a uma investigação de natureza qualitativa,
mais concretamente a uma Investigação sobre a Prática (Ponte, 2002), na qual
se recolheram os dados, através da observação não estruturada e da análise
documental. Os dados incluíram as respostas dadas pelos/pelas alunos/alunas
nas atividades enquadradas pelo Laboratório Gramatical (Duarte, 2008) sobre
adjetivos e os textos descritivos escritos, tendo sido feita uma análise de
conteúdo e uma análise linguística.
Os resultados obtidos com este projeto de investigação evidenciaram
que a articulação entre a leitura, a gramática e a escrita pode potenciar quer
as capacidades comunicativas dos/das alunos/alunas na escrita de textos
descritivos, quer sua a capacidade de reflexão metalinguística.
This study was carried out as part of the Internship IV curricular unit of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and resulted from the implementation of a research project carried out with a 4th grade class of the 1st Cycle of Basic Education. The aim of this research was to understand how the combination of reading, grammar and writing can boost awareness of how adjectives function in the writing of descriptions. Thus, the objectives of the study were, on the one hand, to describe the students' conceptions of adjectives and, on the other hand, to characterize their use of adjectives, both orally and in writing, more specifically when describing a character in descriptive sequences, as part of narratives or description texts. To this end, we used qualitative research, more specifically Research into Practice (Ponte, 2002), in which data was collected through unstructured observation and documentary analysis and analyzed through content analysis of the answers given by the students in the activities framed by the Grammar Lab (Duarte, 2008) on adjectives and in the proposals for writing and evaluating descriptive texts. The results obtained from this research project have shown that the combination of reading, grammar and writing can boost both the students' communicative skills in writing descriptive texts and their metalinguistic reflection skills.
This study was carried out as part of the Internship IV curricular unit of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and resulted from the implementation of a research project carried out with a 4th grade class of the 1st Cycle of Basic Education. The aim of this research was to understand how the combination of reading, grammar and writing can boost awareness of how adjectives function in the writing of descriptions. Thus, the objectives of the study were, on the one hand, to describe the students' conceptions of adjectives and, on the other hand, to characterize their use of adjectives, both orally and in writing, more specifically when describing a character in descriptive sequences, as part of narratives or description texts. To this end, we used qualitative research, more specifically Research into Practice (Ponte, 2002), in which data was collected through unstructured observation and documentary analysis and analyzed through content analysis of the answers given by the students in the activities framed by the Grammar Lab (Duarte, 2008) on adjectives and in the proposals for writing and evaluating descriptive texts. The results obtained from this research project have shown that the combination of reading, grammar and writing can boost both the students' communicative skills in writing descriptive texts and their metalinguistic reflection skills.
Description
Keywords
Leitura Escrita Gramática Texto descritivo Adjetivos Reading Writing Grammar Descriptive text Adjectives