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A dimensão processual da escrita no 1º ciclo do ensino básico
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Abstract(s)
Esta dissertação, desenvolvida no âmbito da unidade curricular Estágio III, do curso de Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, é um estudo sobre o contributo da planificação para o desenvolvimento da escrita compositiva. Com o trabalho desenvolvido, que avalia a influência da planificação textual sobre a coerência de textos produzidos por alunos de uma turma do 2.º ano do 1.º Ciclo do Ensino Básico, este estudo contribui com evidências de que a tarefa de planificação ajuda a estimular a produção de textos com sentido e facilita a organização e estruturação das ideias em situações de escrita compositiva.
De forma a contextualizar a questão orientadora da investigação - qual o contributo da planificação para o desenvolvimento de produções textuais escritas por crianças do 2.º ano de escolaridade, em fase inicial da escrita compositiva? –, são introduzidas, no capítulo 1, questões relativas ao ensino da escrita e sua dimensão processual, com particular incidência na fase de planificação. O mesmo capítulo apresenta ainda as principais particularidades da sequência narrativa, bem como a coerência referida neste estudo como processo fundamental de um texto e indicador de qualidade de produções escritas por alunos. O capítulo 2 descreve a fundamentação metodológica e explicita a intervenção didática seguindo-se, no capítulo 3, a apresentação e análise dos dados recolhidos. No final deste estudo sistematizam-se considerações finais relativas à questão de investigação inicial e apresenta-se uma síntese dos resultados a que se chegou e implicações no ensino da escrita compositiva.
This dissertation, developed within Estágio III course of the Master's degree in Preschool Education and First Cycle of the Primary School is a research on the contribution of the planning task for the development of the compositional writing. With the experimental work conducted that assesses the influence of the textual planning over the coherence of the texts produced by the students of a Second Year class of the Primary School, this study contributes with evidence that the planning task stimulates the conception of meaningful texts and facilitates the organization and structuring of the ideas in situations of compositional writing. In order to contextualise the general issue of the investigation - what is the contribution of the planning task on the development of written textual productions by children of the Second Year of the Primary School in the full emerging phase of compositional writing? - on Chapter 1, questions regarding the teaching of writing and its procedural dimension, with special focus on the planning task, are introduced. The same chapter integrates the main details of the narrative sequence, being this kind of text highlighted as an emerging textual format in the first years of school. At last, the coherence is referred on this chapter as an essential process of a text working on this investigation as an quality indicator of the written productions by the students. Chapter 2 is dedicated to the methodological foundation and explicitation of the didactic intervention followed on chapter 3 by the presentation and analysis of the data collected. In the end of this study some final considerations regarding the initial question of the investigation are systematized, conducting a synthesis of the verified results and implications on the teaching of the compositional writing.
This dissertation, developed within Estágio III course of the Master's degree in Preschool Education and First Cycle of the Primary School is a research on the contribution of the planning task for the development of the compositional writing. With the experimental work conducted that assesses the influence of the textual planning over the coherence of the texts produced by the students of a Second Year class of the Primary School, this study contributes with evidence that the planning task stimulates the conception of meaningful texts and facilitates the organization and structuring of the ideas in situations of compositional writing. In order to contextualise the general issue of the investigation - what is the contribution of the planning task on the development of written textual productions by children of the Second Year of the Primary School in the full emerging phase of compositional writing? - on Chapter 1, questions regarding the teaching of writing and its procedural dimension, with special focus on the planning task, are introduced. The same chapter integrates the main details of the narrative sequence, being this kind of text highlighted as an emerging textual format in the first years of school. At last, the coherence is referred on this chapter as an essential process of a text working on this investigation as an quality indicator of the written productions by the students. Chapter 2 is dedicated to the methodological foundation and explicitation of the didactic intervention followed on chapter 3 by the presentation and analysis of the data collected. In the end of this study some final considerations regarding the initial question of the investigation are systematized, conducting a synthesis of the verified results and implications on the teaching of the compositional writing.
Description
Keywords
Planificação Coerência textual Sequência narrativa Composição escrita Planning task Coherence Narrative sequence Writing Compositional writing Relatório de projeto de investigação Relatório de estágio