Nos caminhos da escrita: relações entre teoria e prática
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2014
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Os caminhos da escrita são marcados pela recursividade, bem como pela subjetividade, por expressões e pontos de vista e, sobretudo, por ações que promovem a interação. Demonstrar as conexões entre pressupostos teóricos e práticas pedagógicas foram o alvo desta pesquisa. A base teórica se fixou em dois pilares – o interacionismo sociodiscursivo (ISD) e a Teoria do processo Cognitivo da Escrita de Linda Flower e John Hayes. Elegeu- se como objetivo principal o de verificar a aplicabilidade de um projeto didático derivado dos quadros teóricos utilizados e constatar se o conjunto de atividades programadas contribuiram para amenizar problemas condizentes com a atividade da escrita. Trata-se de uma pesquisa-ação - portanto estruturada em três etapas: pré-teste, execução das ações, pós-teste - que foi realizada com estudantes do Ensino Médio, de uma escola da rede pública estadual de São Luís, onde 25 deles participaram efetivamente de todas as etapas, tendo os seus textos selecionados para compor este trabalho. Foram ainda aplicados questionários, na etapa do pré-teste a fim de traçar um perfil geral da turma e no pós-teste, para conferir a repercussão das ações do projeto entre os participantes. As ações da pesquisa permitiram encontrar respostas para questionamentos levantados e principalmente, acentuar a necessidade de novas práticas que possam contribuir de fato, para a formação de escritores competentes no âmbito escolar.
The ways of writing are marked by recursion and subjectivity, as well expressions and standpoints especially by actions that promote interaction. To demonstrate connections between theoretical assumptions and teaching practices was the target of this research. The theoretical basis was fixed on two pillars – social discursive interactionism (ISD) and Cognitive Process Theory of Writing by Linda Flower e John Hayes. The main objective elected was to verify the applicability of a didactic project based on the theoretical issues and check that the set of planned activities can help to solve problems in the writing activity. This is an action research - thus structured in three stages: diagnosis, execution of actions, final test and was conducted with students of a public high school in São Luís, 25 of them participated in all phases, and their texts were selected to compose this work. Questionnaires were also applied in the diagnosis stage in order to draw a class general profile, and a final test to check the impact of the project actions among participants. The actions of the research allowed to find answers to questions raised and mainly emphasize the need for new practices that can actually contribute to the formation of competent writers in schools.
The ways of writing are marked by recursion and subjectivity, as well expressions and standpoints especially by actions that promote interaction. To demonstrate connections between theoretical assumptions and teaching practices was the target of this research. The theoretical basis was fixed on two pillars – social discursive interactionism (ISD) and Cognitive Process Theory of Writing by Linda Flower e John Hayes. The main objective elected was to verify the applicability of a didactic project based on the theoretical issues and check that the set of planned activities can help to solve problems in the writing activity. This is an action research - thus structured in three stages: diagnosis, execution of actions, final test and was conducted with students of a public high school in São Luís, 25 of them participated in all phases, and their texts were selected to compose this work. Questionnaires were also applied in the diagnosis stage in order to draw a class general profile, and a final test to check the impact of the project actions among participants. The actions of the research allowed to find answers to questions raised and mainly emphasize the need for new practices that can actually contribute to the formation of competent writers in schools.
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Orientação: Óscar Conceição de Sousa
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EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, ESCRITA, EDUCATION, WRITING, INVESTIGAÇÃO-AÇÃO, PROJETOS EDUCATIVOS, ACTION RESEARCH, EDUCATIONAL PROJECTS