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A avaliação formadora como estratégia de aprendizagem no domínio da escrita em língua materna
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Orientador(es)
Resumo(s)
O presente projecto intitulado "A Avaliação Formadora como Estratégia de Aprendizagem
no Domínio da Escrita em Língua Materna" propôs a realização de um estudo centrado no
ensino secundário e no âmbito da língua materna, a nível do 10° ano de escolaridade,
nomeadamente no uso escrito da língua, equacionado no quadro de uma avaliação formativa e
formadora e da autonomia do aprendente. Procurou-se analisar as principais concepções e
dificuldades do discente, dotando-o de ferramentas no sentido de potencializar o seu desempenho
no domínio da expressão escrita mas, cumulativamente, tornando-o num actor consciente das
determinantes do seu ofício enquanto sujeito que aprende a aprender, a saber-fazer sendo, de
igual modo, o regulador do processo de ensino-aprendizagem.
Seleccionámos para este trabalho algumas modalidades de texto apontadas pelas orientações curriculares oficiais para a disciplina de Português B e significativas quer numa perspectiva
transdisciplinar, quer no plano sociocultural. Implicados os actores, em três escolas de um mesmo
concelho, na implementação do processo investigativo desde os primeiros momentos
consignámos representações de alunos e de professores e promovemos, no âmbito da didáctica, a
avaliação prognóstica da escrita na produção de um texto centrado numa representação icónica.
A segunda etapa do estudo envolveu a observação de aulas focalizando-nos nas perspectivas dos
discentes e, igualmente, de sessões com a equipa docente constituída em cada um dos
estabelecimentos de ensino estudados. Ressaindo "saberes" dos sujeitos observados e articulando-os
com contributos teóricos da literatura de referência, conceptualizámos instrumentos relativos às
modalidades de texto a incrementar no decurso do estudo.
Desenrolados os cinco momentos de escrita apoiados em fichas metodológicas, consignando
operações e critérios de realização, e em listas de verificação ajustadas às concepções metodológicas
expressas, a orientação do estudo suscitou a inclusão de uma etapa subsequente implicando
discentes e docentes numa reflexão sobre o procedimento promovido.
Envolvendo o aluno no processo de ensino-aprendizagem da escrita, deslocando o papel
tradicional do corrector/avaliador para o próprio sujeito produtor do texto o estudo desenvolvido
no campo de observação consignado sancionou o fomento de procedimentos de auto-avaliação
e de processos de regulação assim como o incremento da autonomia escritural do escrevente.
Concluindo, este estudo surge como um dos múltiplos caminhos no processo da escrita, em
língua materna, no ensino secundário; desenvolvido em interacção com os próprios actantes os
alunos assumiram o duplo papel de produtores e avaliadores de escrito particulares contribuindo
para o desenvolvendo de competências e do próprio processo de autonomia.
The present project titled "Formative Assessment as Strategy of Learning in the writing domain of mother tongue" presents the fulfilment of a study focused in the secondary school settings and in the ambit of mother tongue at 10th form, mainly using the language writing. This was set out in the formative and summative evaluation and the autonomy of the student learning. We tried out to analyse the main conceptions and difficulties of the student, giving him the instruments in order to rise his development, in the domain of the writing expression, moreover, turning him in a conscious actor of the determinants of his duty. As person that learns learning how to do, he is also the regulator of the process teaching-learning. We selected to the project a sort of texts indicated by the official curricular orientations for the Portuguese B discipline, and signified, such as in a trans-disciplinary perspective such as in a socio-cultural plan. The actors, of three schools of the same region, involved in the implementation of the investigative process, since the first moment consigned representations of the students learning and teachers and promoted, in a didactic ambit, the prognostic evaluation of writing a text focused in an iconic representation. The second stage involved the observation of classrooms focalising the perspective of the teachers, as also the sessions with teachers teams constituted in each study school. Projecting "knowledge" of the observed persons and articulating with theoretical contributes of literature of reference, we conceptualised instruments referring to the texts that were enlarged along the study. Explained the five moments of writing, supported with methodological forms, consigning operations and achievement criterias, and also in lists of verification adapted to methodology conceptions, the study orientation make appeared the inclusion of another stage which implied to teachers and student learners reflexion about the promoted proceeding. Involving the student in the process of teaching-learning of the writing, changing the traditional role of corrector/valuer for the own text producer the developped study in the observation camp, sanctioned the enlargement of auto-evaluation proceedings and processes of regulation as also the enlargement of the writing autonomy of the writer. In summon, this study appears as one of the multiple trials in the process of writing, in mother tongue, in the secondary learning, developing the interaction with students, whose assumed the double role of producers and particulars evaluators of writing, contributing to the increasing of competences and to their own process of autonomy.
The present project titled "Formative Assessment as Strategy of Learning in the writing domain of mother tongue" presents the fulfilment of a study focused in the secondary school settings and in the ambit of mother tongue at 10th form, mainly using the language writing. This was set out in the formative and summative evaluation and the autonomy of the student learning. We tried out to analyse the main conceptions and difficulties of the student, giving him the instruments in order to rise his development, in the domain of the writing expression, moreover, turning him in a conscious actor of the determinants of his duty. As person that learns learning how to do, he is also the regulator of the process teaching-learning. We selected to the project a sort of texts indicated by the official curricular orientations for the Portuguese B discipline, and signified, such as in a trans-disciplinary perspective such as in a socio-cultural plan. The actors, of three schools of the same region, involved in the implementation of the investigative process, since the first moment consigned representations of the students learning and teachers and promoted, in a didactic ambit, the prognostic evaluation of writing a text focused in an iconic representation. The second stage involved the observation of classrooms focalising the perspective of the teachers, as also the sessions with teachers teams constituted in each study school. Projecting "knowledge" of the observed persons and articulating with theoretical contributes of literature of reference, we conceptualised instruments referring to the texts that were enlarged along the study. Explained the five moments of writing, supported with methodological forms, consigning operations and achievement criterias, and also in lists of verification adapted to methodology conceptions, the study orientation make appeared the inclusion of another stage which implied to teachers and student learners reflexion about the promoted proceeding. Involving the student in the process of teaching-learning of the writing, changing the traditional role of corrector/valuer for the own text producer the developped study in the observation camp, sanctioned the enlargement of auto-evaluation proceedings and processes of regulation as also the enlargement of the writing autonomy of the writer. In summon, this study appears as one of the multiple trials in the process of writing, in mother tongue, in the secondary learning, developing the interaction with students, whose assumed the double role of producers and particulars evaluators of writing, contributing to the increasing of competences and to their own process of autonomy.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Especialização em Teoria e Desenvolvimento Curricular) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Avaliação da aprendizagem Escrita - Estudo e ensino Língua materna e educação