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Motivação para a Escrita de Textos Narrativos: A Utilização da Literatura para a Infância no 2º ano do 1º ciclo do Ensino Básico
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Esta investigação teve como objetivo compreender de que forma a utilização de
obras de literatura para a infância pode apoiar o desenvolvimento da escrita de textos
narrativos em alunos do 2.º ano do 1.º Ciclo do Ensino Básico. Para tal, foram analisadas
quatro dimensões específicas da produção escrita: i) o respeito pela estrutura do texto
narrativo; ii) a mobilização de conhecimentos discursivos e lexicais associados às obras
lidas; iii) a evolução na descrição de personagens e de espaços; e iv) e a autonomia
demonstrada pelos alunos nas suas produções escritas.
Para alcançar esses objetivos, realizámos uma análise qualitativa das produções
escritas de um grupo de 20 alunos ao longo de seis atividades de escrita. A recolha de
dados foi realizada ao longo de oito semanas e incluiu a observação participante, o registo
em forma de notas de campo sistemáticas, gravações de áudio transcritas e análise
documental das produções escritas dos alunos. A análise dos dados baseou-se nos registos
da progressão dos alunos, de acordo com os critérios definidos nas grelhas utilizadas para
a avaliação das produções dos textos narrativos e nas descrições contextuais constantes
nas transcrições do processo de escrita. Os resultados mostram que a literatura para a
infância desempenhou um papel central no desenvolvimento da consciência linguística
dos alunos, permitindo-lhes ampliar as suas habilidades de organização textual,
enriquecer o seu vocabulário e melhorar a fluência narrativa. Observou-se ainda uma
progressiva diminuição na dependência de ajuda externa ao longo da escrita das
produções, refletindo o crescimento da autonomia dos alunos na construção das suas
narrativas. As conclusões deste estudo mostram como a exploração de textos literários,
ao proporcionar modelos narrativos variados e desafiadores, estimula a criatividade e a
capacidade de escrita dos alunos, promovendo uma aprendizagem ativa e autónoma. Este
trabalho contribui para a compreensão do papel fundamental da literatura para a infância
no processo de ensino e aprendizagem da escrita narrativa, oferecendo implicações
pedagógicas para a prática educacional.
This research aimed to understand how the use of children's literature can support the development of narrative writing among second-grade primary school students. To this end, four specific dimensions of written production were analyzed: i) respect for the structure of the narrative text; ii) the mobilization of discursive and lexical knowledge associated with the works read; iii) the development of character and space descriptions; and iv) the autonomy demonstrated by students in their written productions. To achieve these objectives, we conducted a qualitative analysis of the written productions of a group of 20 students across six writing activities. Data collection was conducted over eight weeks and included participant observation, systematic field notes, transcribed audio recordings, and document analysis of the students' written productions. Data analysis was based on records of the students' progress, according to the criteria defined in the grids used to assess narrative text productions, and on contextual descriptions contained in the transcripts of the writing process. The results show that children's literature played a central role in the development of students' linguistic awareness, allowing them to expand their textual organization skills, enrich their vocabulary, and improve narrative fluency. A progressive decrease in dependence on external assistance was also observed throughout the writing process, reflecting the students' growing autonomy in constructing their narratives. The findings of this study demonstrate how exploring literary texts, by providing varied and challenging narrative models, stimulates students' creativity and writing skills, promoting active and autonomous learning. This work contributes to the understanding of the fundamental role of children's literature in the teaching and learning process of narrative writing, offering pedagogical implications for educational practice.
This research aimed to understand how the use of children's literature can support the development of narrative writing among second-grade primary school students. To this end, four specific dimensions of written production were analyzed: i) respect for the structure of the narrative text; ii) the mobilization of discursive and lexical knowledge associated with the works read; iii) the development of character and space descriptions; and iv) the autonomy demonstrated by students in their written productions. To achieve these objectives, we conducted a qualitative analysis of the written productions of a group of 20 students across six writing activities. Data collection was conducted over eight weeks and included participant observation, systematic field notes, transcribed audio recordings, and document analysis of the students' written productions. Data analysis was based on records of the students' progress, according to the criteria defined in the grids used to assess narrative text productions, and on contextual descriptions contained in the transcripts of the writing process. The results show that children's literature played a central role in the development of students' linguistic awareness, allowing them to expand their textual organization skills, enrich their vocabulary, and improve narrative fluency. A progressive decrease in dependence on external assistance was also observed throughout the writing process, reflecting the students' growing autonomy in constructing their narratives. The findings of this study demonstrate how exploring literary texts, by providing varied and challenging narrative models, stimulates students' creativity and writing skills, promoting active and autonomous learning. This work contributes to the understanding of the fundamental role of children's literature in the teaching and learning process of narrative writing, offering pedagogical implications for educational practice.