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A utilização de guiões de texto narrativo, o feedback e textos escritos pelos alunos
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Documento principal | 16.69 MB | Adobe PDF |
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Abstract(s)
A escrita é um dos grandes pilares da Educação e do Ensino. É fundamental para todos, sendo necessário trabalhar com os alunos desde cedo, de modo a ajudá-los a compreender tudo o que a escrita significa, bem como a escrever, com regras, mas também com criatividade. Para isso a avaliação formativa pode ter um papel muito importante, uma vez que permite que uma maior interação professor/aluno e aluno/professor, que permite ao aluno ter um maior apoio. Assim, o aluno tem a oportunidade de aprender de forma diferenciada. Neste quadro o professor funciona como um suporte à aprendizagem de cada aluno. Um dos instrumentos que o professor pode utilizar para servir de apoio ao aluno é, justamente, o feedback, escrito e/ou oral. O feedback cria uma ponte entre o professor e o aluno, ajudando o aluno a melhorar as suas produções textuais através das sugestões do professor, e, permitindo ao professor compreender melhor as possíveis dificuldades e os sucessos alcançados.
Como a escrita deve ser uma atividade bem planeada, de modo a permitir ao aluno a possibilidade de pensar sobre o que vai escrever, escrever e rever o que escreveu, é importante que existam algumas linhas orientadoras para os textos. Assim, os guiões de estruturação de texto narrativo são instrumentos pertinentes, uma vez que o aluno pode apropriar-se dos constituintes do texto narrativo através dos itens neles presentes.
Este estudo procura compreender a importância da utilização de guiões de estruturação de texto na produção textual e procura estudar como os alunos se apropriam dos feedbacks e os utilizam para melhorar as suas produções.
Insere-se numa abordagem qualitativa com uma metodologia próxima da investigação-ação. A recolha de dados é feita através da observação, entrevistas e análise de documentos. O estudo foi desenvolvido numa escola do 1º ciclo numa turma com alunos do 2º e 3º ano de escolaridade. Foram escolhidos três alunos.
A análise de dados permite constatar que os instrumentos utilizados revelam ser importantes para a melhoria das produções textuais dos alunos, uma vez que os alunos que participaram no estudo revelaram alguns progressos nas suas produções textuais, refletindo sobre esses progressos em relação com os guiões e com os feedbacks.
Writing is one of the great pillars of Education. It’s fundamental for all, being important to work with students from the beginning so they can understand all that writing means and know how to write with rules and creativity. For that, formative assessment can have a decisive role, because it allows interaction between teacher/student and student/teacher. Thus, students have the opportunity to learn in a differentiated way and teachers are a learning support for students. In this context, feedback is an important device, because it is like a bridge between teachers and students: helping students to improve their writing, with teachers’ suggestions, and allowing teachers to understand better students’ needs and successes. Because writing must be a well planned activity, it’s important to develop guidelines to guide students when they are working in their texts. So, guidelines for structuring narrative texts are important devices, because they allow students to understand narrative components. This study tries to understand the importance of guidelines for structuring narrative texts in textual production and how feedbacks are appropriated by students and how they use feedbacks to improve their texts. The study is part of a qualitative approach, with a methodology near research-action dialectics. Data collection is done through observation, interviews and documentary analyses. The study was developed in a 1st cycle school, in a class with 2nd and 3rd grade students. There were chosen three students. Data analyses allows to find that these devices are important to the improvement of students texts, because those students who participated in the study showed some progresses in their texts, reflecting on the relation with those progresses and the guidelines and feedback.
Writing is one of the great pillars of Education. It’s fundamental for all, being important to work with students from the beginning so they can understand all that writing means and know how to write with rules and creativity. For that, formative assessment can have a decisive role, because it allows interaction between teacher/student and student/teacher. Thus, students have the opportunity to learn in a differentiated way and teachers are a learning support for students. In this context, feedback is an important device, because it is like a bridge between teachers and students: helping students to improve their writing, with teachers’ suggestions, and allowing teachers to understand better students’ needs and successes. Because writing must be a well planned activity, it’s important to develop guidelines to guide students when they are working in their texts. So, guidelines for structuring narrative texts are important devices, because they allow students to understand narrative components. This study tries to understand the importance of guidelines for structuring narrative texts in textual production and how feedbacks are appropriated by students and how they use feedbacks to improve their texts. The study is part of a qualitative approach, with a methodology near research-action dialectics. Data collection is done through observation, interviews and documentary analyses. The study was developed in a 1st cycle school, in a class with 2nd and 3rd grade students. There were chosen three students. Data analyses allows to find that these devices are important to the improvement of students texts, because those students who participated in the study showed some progresses in their texts, reflecting on the relation with those progresses and the guidelines and feedback.
Description
Keywords
Escrita Feedback Guiões de estruturação de texto narrativo Avaliação formativa 1º Ciclo do ensino básico Writing Guidelines for structuring narrative texts Formative assessment 1st Cycle of basic education Relatório de projeto de investigação Relatório de estágio