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Praticar a escrita, construir sucesso: um estudo de caso
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.19 MB | Adobe PDF |
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Abstract(s)
O presente relatório resulta de um estudo de caso, desenvolvido durante os meses de abril e maio, com uma aluna do 1.º ano de escolaridade, que evidenciava dificuldades persistentes na produção de frases com sentido -característica frequentemente associada à Perturbação Específica de Escrita (PEE). Partindo desse mote de arranque, a investigação, enquadrada metodologicamente como investigação-ação, procurou analisar as dificuldades da aluna e avaliar o impacto de uma intervenção pedagógica breve, mas focalizada. Através de seis dinâmicas lúdicas, dirigidas a diferentes dimensões da escrita (consciência fonológica, produção frásica, ortografia e organização textual), foi possível observar progressos significativos, tanto no desempenho escrito como na motivação, confiança e integração social da criança. A análise dos resultados, em diálogo com a literatura, reforça a importância de identificação precoce, da intervenção diferenciada e da articulação entre escola e família. Assim, conclui-se que pequenas estratégias, implementadas de forma intencional e ajustada, podem ter impacto real na aprendizagem e no percurso escolar das crianças com dificuldades iniciais de escrita.
This report is the result of a case study conducted during April and May with a first-grade student who showed persistent difficulties in producing meaningful sentences—a characteristic often associated with Specific Writing Disorder (SWD). Based on this starting point, the research, methodologically framed as action research, sought to analyze the student's difficulties and evaluate the impact of a brief but focused pedagogical intervention. Through six playful activities, targeting different aspects of writing (phonological awareness, sentence production, spelling, and textual organization), it was possible to observe significant progress, both in written performance and in the child's motivation, confidence, and social integration. The analysis of the results, in dialogue with the literature, reinforces the importance of early identification, differentiated intervention, and coordination between school and family. Thus, it is concluded that small strategies, implemented intentionally and adjusted, can have a real impact on the learning and school career of children with initial writing difficulties
This report is the result of a case study conducted during April and May with a first-grade student who showed persistent difficulties in producing meaningful sentences—a characteristic often associated with Specific Writing Disorder (SWD). Based on this starting point, the research, methodologically framed as action research, sought to analyze the student's difficulties and evaluate the impact of a brief but focused pedagogical intervention. Through six playful activities, targeting different aspects of writing (phonological awareness, sentence production, spelling, and textual organization), it was possible to observe significant progress, both in written performance and in the child's motivation, confidence, and social integration. The analysis of the results, in dialogue with the literature, reinforces the importance of early identification, differentiated intervention, and coordination between school and family. Thus, it is concluded that small strategies, implemented intentionally and adjusted, can have a real impact on the learning and school career of children with initial writing difficulties
Description
Keywords
Escrita inicial Perturbação Específica de Escrita Intervenção pedagógica