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Advisor(s)
Abstract(s)
O facto de sermos conhecedores da problemática que o ensino da escrita
representa no 1º Ciclo do ensino básico através da constatação empírica dos
resultados pouco satisfatórios dos alunos a esse nível e inconformados com a
falta de motivação que os alunos revelam hoje em dia pela escrita, levou6nos a
realizar o presente estudo que pretende aprofundar a problemática da motivação
para a escrita. Para isso, foram formuladas três questões que serviram de fio
condutor ao longo de todo este processo e às quais tentámos dar resposta:
• Qual a razão que leva os nossos alunos a não gostarem de escrever?
• Por que razão demonstram os professores tanta dificuldade em cativar os seus
alunos para a escrita?
• Em que medida o desenvolvimento de um programa de Oficinas de Escrita
contribui para a motivação e melhoria dos escritos dos alunos?
A fim de responder a tais questões, foi traçado o seguinte desenho investigativo:
pré6teste (questionário), plano de acção, pós6teste (questionário), desta forma
combinámos a metodologia qualitativa através da investigação6acção, e
quantitativa através da aplicação de questionários.
No plano de acção, foi desenvolvido um trabalho sistemático no âmbito do
ensino da escrita, tendo em conta a importância do ensino explícito dos
seguintes processos: a planificação, a textualização, a revisão, a correcção dos
textos e a sua possível reescrita. Foi ainda realizado um trabalho de escrita
criativa, estando estas duas componentes inseridas na oficina de escrita.
A par deste trabalho, foi ainda realizado um estudo com os professores do
agrupamento em que leccionámos, a fim de podermos verificar se os
professores utilizam, ou não, estratégias pedagógicas motivadoras e inovadoras
para o ensino da escrita.
Nesta medida, constata6se que, de facto, os alunos ficaram mais motivados para
a escrita, no entanto, e relativamente aos professores, concluímos que a maioria
ainda não utiliza, no ensino da escrita, actividades motivadoras e potenciadoras
do seu desenvolvimento.
The fact of we being knowledgeable of the problematic that the writing teaching represents in the Basic Education of 1st Cycle through the empiric constatation of the low satisfaction results that students reveal today by the writing, made us develop this study aims to deepen the problem of motivation for writing. For this, we formulated three questions that served as a guiding principle throughout this process and to which we tried to answer: What is the reason why our students dislike writing? Why do teachers demonstrate so much difficulty in engaging their students in the writing process? To what extent does the development of a program of writing workshops contributes to the motivation and improvement of students' writings? In order to answer such questions, the following research design was drawn: pre6 test (questionnaire), action plan, post6test (questionnaire), this way we agreed the qualitative methodology through of the action6investigation, and quantitative through the questionnaires application. In the action plan a systematic work in the teaching writing was developed, taking into account the importance of explicit teaching in the following processes: the planning, textualization, revision, correction of texts and their possible (or not) rewrite, a work of creative writing was also developed, these two components being inserted into the writing workshop. Along with this work, a research with teachers in the school 6 grouping was also developed, so one can verify that the teachers use, or not, motivating and innovative teaching strategies in order to train writing. To that extent, it appears that, in fact, the students were more motivated to write, however, and in what concerns the teachers, the majority still does not use innovative and motivating activities for the teaching of writing.
The fact of we being knowledgeable of the problematic that the writing teaching represents in the Basic Education of 1st Cycle through the empiric constatation of the low satisfaction results that students reveal today by the writing, made us develop this study aims to deepen the problem of motivation for writing. For this, we formulated three questions that served as a guiding principle throughout this process and to which we tried to answer: What is the reason why our students dislike writing? Why do teachers demonstrate so much difficulty in engaging their students in the writing process? To what extent does the development of a program of writing workshops contributes to the motivation and improvement of students' writings? In order to answer such questions, the following research design was drawn: pre6 test (questionnaire), action plan, post6test (questionnaire), this way we agreed the qualitative methodology through of the action6investigation, and quantitative through the questionnaires application. In the action plan a systematic work in the teaching writing was developed, taking into account the importance of explicit teaching in the following processes: the planning, textualization, revision, correction of texts and their possible (or not) rewrite, a work of creative writing was also developed, these two components being inserted into the writing workshop. Along with this work, a research with teachers in the school 6 grouping was also developed, so one can verify that the teachers use, or not, motivating and innovative teaching strategies in order to train writing. To that extent, it appears that, in fact, the students were more motivated to write, however, and in what concerns the teachers, the majority still does not use innovative and motivating activities for the teaching of writing.
Description
Keywords
Revisão Escrita Planificação Textualização Oficinas de Escrita Writing Planning Textualization Review Writing Workshops