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O papel da revisão na escrita de textos de intenção literária no 1.º CEB
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| 21.81 MB | Adobe PDF |
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Abstract(s)
O presente estudo teve como objetivo compreender o contributo da revisão de textos para o desenvolvimento da escrita colaborativa de intenção literária no 1.º Ciclo do Ensino Básico. A intervenção pedagógica integrou práticas de revisão textual, em ambientes físicos e digitais, para melhorar as competências de escrita dos alunos. A análise diagnóstica, de intervenção e de avaliação das sessões permitiu observar a evolução dos alunos, evidenciando melhorias significativas tanto na microestrutura (ortografia, pontuação, vocabulário, coesão) quanto na macroestrutura (organização discursiva, aprofundamento e adequação das ideias, estrutura narrativa). A revisão textual foi reconhecida como um processo contínuo, recursivo e reflexivo, que contribuiu para a consciência textual dos alunos e para o desenvolvimento da intenção literária. Os resultados destacaram a importância da implementação de estratégias diversificadas para fomentar a reflexão crítica e a autonomia no processo de escrita. Este estudo pretende, ainda, contribuir para o aprimoramento de práticas pedagógicas mais eficazes no desenvolvimento da escrita de intenção literária no contexto do 1.º Ciclo do Ensino Básico.
This study aimed to understand the contribution of text revision to the development of collaborative writing with literary intention in the 1st Cycle of Basic Education. The pedagogical intervention integrated text revision practices in both physical and digital environments to enhance students' writing skills. The diagnostic, intervention, and evaluation phases of the sessions revealed students’ progress, showing a significant improvements in both microstructure (spelling, punctuation, vocabulary, cohesion) and macrostructure (discourse organization, deepening and adequacy of ideas, narrative structure). Text revision was recognized as a continuous, recursive, and reflective process that contributed to students' textual awareness and the development of literary intention. The results highlighted the importance of implementing diversified strategies to encourage critical reflection and autonomy in the writing process. Furthermore, this study seeks to contribute to the development of more effective pedagogical practices for developing literary writing in the context of the 1st Cycle of Basic Education.
This study aimed to understand the contribution of text revision to the development of collaborative writing with literary intention in the 1st Cycle of Basic Education. The pedagogical intervention integrated text revision practices in both physical and digital environments to enhance students' writing skills. The diagnostic, intervention, and evaluation phases of the sessions revealed students’ progress, showing a significant improvements in both microstructure (spelling, punctuation, vocabulary, cohesion) and macrostructure (discourse organization, deepening and adequacy of ideas, narrative structure). Text revision was recognized as a continuous, recursive, and reflective process that contributed to students' textual awareness and the development of literary intention. The results highlighted the importance of implementing diversified strategies to encourage critical reflection and autonomy in the writing process. Furthermore, this study seeks to contribute to the development of more effective pedagogical practices for developing literary writing in the context of the 1st Cycle of Basic Education.
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Pedagogical Context
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Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence