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Os guiƵes de apoio e o feedback no processo de ensino-aprendizagem do texto narrativo
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Abstract(s)
A importĆ¢ncia da escrita Ć© algo inquestionĆ”vel, pois dependemos desta para as mais diversas tarefas no nosso quotidiano. Assim, esta assume-se como fundamental no Ć¢mbito da educaĆ§Ć£o, dado ser transversal a todas as Ć”reas disciplinares. Assim, importa que as crianƧas compreendam, a importĆ¢ncia da escrita, bem como as regras que lhe sĆ£o inerentes e a adaptaĆ§Ć£o que deve sofrer face a cada contexto em que Ć© utilizada.
NĆ£o obstante a esta necessidade, a aprendizagem da escrita Ć© um processo complexo, sendo por isso importante que o professor assuma o papel de orientador e disponibilize Ć s crianƧas estratĆ©gias e materiais que a auxilie.
Na presente investigaĆ§Ć£o, onde o foco Ć© a aprendizagem da escrita de textos narrativos, recorri Ć utilizaĆ§Ć£o de guiƵes de planificaĆ§Ć£o textual, bem como Ć avaliaĆ§Ć£o formativa, mais propriamente ao feedback escrito. AtravĆ©s destas ferramentas, os alunos tiveram a oportunidade de, por um lado, contactarem com a estrutura deste tipo de texto e, por outro, usufruĆrem da avaliaĆ§Ć£o formativa para autorregularem as suas aprendizagens e as suas dificuldades.
Considerando o anteriormente exposto, a presente dissertaĆ§Ć£o tem como objetivo expor o resultado da minha investigaĆ§Ć£o, assente num paradigma socio crĆtico e usufruindo de uma metodologia prĆ³xima da investigaĆ§Ć£o-aĆ§Ć£o. Esta desenvolveu-se numa turma de 2Āŗ ano de escolaridade, num perĆodo de 7 semanas, tendo como objetivos: perceber a influĆŖncia e a importĆ¢ncia da utilizaĆ§Ć£o de guiƵes de estruturaĆ§Ć£o de texto na produĆ§Ć£o de narrativas; e compreender como os alunos utilizam os feedbacks para melhorar os seus textos narrativos.
Assim, a questĆ£o-problema delineada foi: āDe que forma os guiƵes de apoio Ć construĆ§Ć£o de texto e o feedback contribuem para a melhoria dos textos narrativos?ā.
Os dispositivos e procedimentos de recolha de dados foram a observaĆ§Ć£o participante, o inquĆ©rito por entrevista e a anĆ”lise documental, tendo sido analisadas as produƧƵes de 3 alunos, em diferentes nĆveis de desenvolvimento na Ć”rea de PortuguĆŖs.
A anƔlise de dados permitiu-me perceber que as estratƩgias utilizadas auxiliaram estes alunos a compreenderem a estrutura do texto narrativo.
The importance of writing is something unquestionable, for we depend on it to execute a great number of tasks daily. Therefore, this is assumed as fundamental in education, as it is cross-disciplinary. In this sense, it is important that the children understand since an early age the importance of writing, as well as the rules that are inherent to it and the adaptation it must go under given the context in where it is used. Regardless of this need, the learning of writing is a complex process, so it is important that the teacher takes the role of mentor and make strategies and materials available for the children. In this investigation, where the main focus is the learning of narrative writing, I turned to the use of text planning guidelines, as well as to formative assessment, more exactly to written feedback. With these tools, the students had the chance to, in one hand work with this type of text structure, and on the other hand to enjoy the formative assessment to self-regulate their learning and define their difficulties, being indispensable that they build, with the teacher, the way to address them. Considering what I subjected before, this dissertation has as its objective to expose the result of my investigation, grounded on a socio-critical paradigm and benefiting from an investigation-action methodology. This investigation has been developed in a 2nd grade class, during a seven week period, with the following objectives: understand the influence and the importance of using text structuring guidelines when producing narratives; and comprehend how students use the feedback to improve their narratives. Thus, the question-problem outlined was: "In what way do the text planning guidelines and the feedback contribute to improve narratives?" The devices and procedures of data collection were participating observation, the interview inquiry and documentary analysis. There were analyzed the productions of three students, in different levels of development in the Portuguese subject. The analysis of data allowed me to understand that the strategies used have helped these students to better comprehend the narrative text structure.
The importance of writing is something unquestionable, for we depend on it to execute a great number of tasks daily. Therefore, this is assumed as fundamental in education, as it is cross-disciplinary. In this sense, it is important that the children understand since an early age the importance of writing, as well as the rules that are inherent to it and the adaptation it must go under given the context in where it is used. Regardless of this need, the learning of writing is a complex process, so it is important that the teacher takes the role of mentor and make strategies and materials available for the children. In this investigation, where the main focus is the learning of narrative writing, I turned to the use of text planning guidelines, as well as to formative assessment, more exactly to written feedback. With these tools, the students had the chance to, in one hand work with this type of text structure, and on the other hand to enjoy the formative assessment to self-regulate their learning and define their difficulties, being indispensable that they build, with the teacher, the way to address them. Considering what I subjected before, this dissertation has as its objective to expose the result of my investigation, grounded on a socio-critical paradigm and benefiting from an investigation-action methodology. This investigation has been developed in a 2nd grade class, during a seven week period, with the following objectives: understand the influence and the importance of using text structuring guidelines when producing narratives; and comprehend how students use the feedback to improve their narratives. Thus, the question-problem outlined was: "In what way do the text planning guidelines and the feedback contribute to improve narratives?" The devices and procedures of data collection were participating observation, the interview inquiry and documentary analysis. There were analyzed the productions of three students, in different levels of development in the Portuguese subject. The analysis of data allowed me to understand that the strategies used have helped these students to better comprehend the narrative text structure.
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Keywords
Escrita AvaliaĆ§Ć£o formativa GuiƵes de planificaĆ§Ć£o textual Feedback escrito 1Āŗ Ciclo do ensino bĆ”sico Writing Formative assessment Text planning guidelines Written feedback 1st Cycle of basic education RelatĆ³rio de projeto de investigaĆ§Ć£o RelatĆ³rio de estĆ”gio