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A eficácia das atividades preparatórias na produção de textos no 1º ciclo do ensino básico
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Abstract(s)
A escrita é um dos maiores e mais importantes pilares da Educação. É através dela
que se desenrola toda a panóplia de conhecimentos que as crianças vão adquirindo ao
longo do seu percurso académico. Esta, ao contrário de muitas outras aprendizagens não
se faz de um dia para o outro. A escrita obedece a várias regras e é importante que os
professores estejam cientes da complexidade que é ensinar a escrever. O ensino da
escrita tem início no primeiro ano de frequência na Escola Básica e continua ao longo
de todo o percurso escolar.
Os alunos devem ter conhecimento de todas as regras, para escrever com coerência e
coesão, mas, também, devem ter noção de que podem usar a sua imaginação para criar
vários tipos de textos, neste caso específico textos narrativos.
O professor assume aqui um papel decisivo na aprendizagem da escrita e na
planificação de atividades que impulsionem o trabalho da escrita nas suas várias
vertentes. Este tem que ser moderador das aprendizagens para que todos os alunos
tenham as mesmas oportunidades.
Este trabalho procura compreender a importância da utilização de atividades
preparatórias e de alguns estímulos na escrita de textos narrativos.
O estudo em questão insere-se numa abordagem qualitativa com uma metodologia
muito próxima da investigação-ação. A recolha dos dados foi feita através da
observação e da análise de documentos que recolhi numa turma de 2º ano de uma escola
do 1º ciclo. Para o estudo foram considerados 6 alunos.
A análise que foi feita aos dados permitiu constatar que os estímulos e as catividades
preparatória que foram utilizados não foram muito relevantes para a abordagem dos
textos narrativos, uma vez que os alunos que participaram no estudo revelaram
bastantes dificuldades em todas as atividades e só em casos pontuais conseguiram
escrever textos que se aproximavam da narrativa.
To our knowledge, writing is one of the biggest standards in Education. Through Education children acquire a lot of guidelines along their academic path. This learning procedure, unlike others, doesn’t come out easily. Writing comes along with lots of rules and it is important for teachers to be conscious of its complexity. Learning how to write begins in the first year of the Elementary School and goes through all the education process. Students must know all the rules to write with consistency and cohesion. They must also be conscious that they can use their imagination to create different types of texts, in this particular case, narrative texts. In this process of learning how to write and how to plan their activities to develop writing assignments, the teacher has a very important role. He must assure that all the students have the same opportunities. This work aims to understand the utility of preparatory activities and the importance of stimulating interest on narrative texts writing. To achieve this propose we will use a qualitative approach, with a methodology very close to research procedures. The data collection was made through the observation and analyses of sources that were collected in a second grade class in an Elementary School. For this case study six students were considered. The analyses made to the data allowed to conclude that the stimulating and preparatory activities which were used were not relevant to the approach to narrative texts, once the students who participated in the case study revealed lots of difficulties in all the activities. Just in some cases they achieved to write texts which approached to a narrative.
To our knowledge, writing is one of the biggest standards in Education. Through Education children acquire a lot of guidelines along their academic path. This learning procedure, unlike others, doesn’t come out easily. Writing comes along with lots of rules and it is important for teachers to be conscious of its complexity. Learning how to write begins in the first year of the Elementary School and goes through all the education process. Students must know all the rules to write with consistency and cohesion. They must also be conscious that they can use their imagination to create different types of texts, in this particular case, narrative texts. In this process of learning how to write and how to plan their activities to develop writing assignments, the teacher has a very important role. He must assure that all the students have the same opportunities. This work aims to understand the utility of preparatory activities and the importance of stimulating interest on narrative texts writing. To achieve this propose we will use a qualitative approach, with a methodology very close to research procedures. The data collection was made through the observation and analyses of sources that were collected in a second grade class in an Elementary School. For this case study six students were considered. The analyses made to the data allowed to conclude that the stimulating and preparatory activities which were used were not relevant to the approach to narrative texts, once the students who participated in the case study revealed lots of difficulties in all the activities. Just in some cases they achieved to write texts which approached to a narrative.
Description
Keywords
Escrita Estímulos Textos narrativos 1º Ciclo do ensino básico Atividades preparatórias Writing Stimulating Narrative texts Elementary School Preparatory activities Relatório de projeto de investigação Relatório de estágio