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A competência transversal de uso da comunicação escrita por alunos do 5º ano de escolaridade
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Este trabalho teve como objecto de investigação o uso da escrita por alunos de uma
turma do 5º ano de escolaridade. A dimensão transversal da aprendizagem e do uso da
escrita, fez com que se integrassem todas as disciplinas no campo de observação.
Visámos neste trabalho atingir os seguintes objectivos: (i) Realizar um estudo de caso,
de natureza exploratória, sobre as situações de uso da escrita numa turma do 5º ano; (ii)
Observar os usos da escrita, categorizar e estabelecer significações para os registos
escritos nos cadernos diários, pelos alunos; (iii) Contribuir para uma análise das funções da
escrita, em meio escolar; (iv) Contribuir para a interpretação sobre das práticas do uso da
escrita, no contexto da sala de aula; (v) Fazer um balanço crítico dos resultados observados.
Na investigação utilizou-se um corpo de documentos constituído pelos Cadernos
Diários dos alunos e, para se conhecer o grau de fiabilidade desta documentação em
relação ao uso da escrita, foram realizadas observações participantes de aulas. Foi possível
obter alguns indicadores quanto ao tempo dedicado ao uso da escrita e estabelecer uma
categorização, da qual resultaram itens comuns às aulas observadas e aos Cadernos
Diários.
O recurso à taxonomia de Bloom permitiu analisar os níveis cognitivos envolvidos nos
textos escritos pelos alunos. Ao longo da investigação revelou-se muito significativo, nos
Cadernos Diários, o uso da escrita através de «fichas formativas», que constituem um
acervo, na turma observada, de mais de duas centenas de documentos.
Esta investigação possibilitou uma modesta aproximação à complexa realidade que
envolve o uso da escrita no contexto da sala de aula. Os alunos usaram linguagem escrita,
em média, durante o período de observação, aproximadamente dezanove por cento do
tempo lectivo diário e sobretudo no conjunto das áreas curriculares não disciplinares. Os
Cadernos Diários revelaram ainda regularidade no uso da escrita para a realização dos
trabalhos de casa e preenchimento de «fichas formativas», ao mesmo tempo que poucos
textos de “ expressão escrita compositiva", em particular em Português. Os textos presentes
nos Cademos Diários evidenciam que o uso de escrita que foi realizado fora do contexto da
sala de aula e do acompanhamento pedagógico do professor da disciplina é superior ao que
decorreu das aulas.
This project had as object of investigation the use of writing by students of a 5th grade class. The transversal dimension of the learning and of the use of writing, made all disciplines integrate the observation field. In this project we tried to reach the following goals: (i) to make a case study of exploratory nature, about the situations of the use of writing in a 5th grade class; (ii) to observe the uses of writing, to classify and to establish meanings for the notes written in the notebooks, by the students; (iii) to contribute for an analysis of functions of writing, in school; (iv) to contribute in the comprehension of the uses of writing, in the classroom context; (v) to make a critical comment about the observed results. In the investigation, we used the student’s notebooks, and to know the grade of liability of this documentation, in relation with the significance of the use of writing, it were made participant observations of the classes. It was possible to obtain some information, about the time dedicated to writing as well as establishing a categorization, from which result items that were common in the observations made in class and in the student’s notebooks. During the analysis, we concluded that the students used approximately nineteen percent of the time in writing, per day. The use of Bloom’s taxonomy made possible the determination of the cognitive levels of the texts written by the students. Through all the investigation, it was revelled that the students used more than two hundred formative worksheets. These formative worksheets were of twenty different types, which weren’t equally used by all disciplines and with low grade of cognitive achievement. This investigation made possible a modest approximation to the complexity of realities which involves the use of writing in the school system. It’s an attempt of description of the situation and of interpretation of data, supported, as far as it’s possible, by theories. Along the investigation, it was being revelled that the inter relations of the occasions which involves writing, is extremely complex. This project has the purpose to observe the practices of writing, and make a contribution to a reflexive analysis about the importance of writing, as reading, talking and listening, to the construction of thought.
This project had as object of investigation the use of writing by students of a 5th grade class. The transversal dimension of the learning and of the use of writing, made all disciplines integrate the observation field. In this project we tried to reach the following goals: (i) to make a case study of exploratory nature, about the situations of the use of writing in a 5th grade class; (ii) to observe the uses of writing, to classify and to establish meanings for the notes written in the notebooks, by the students; (iii) to contribute for an analysis of functions of writing, in school; (iv) to contribute in the comprehension of the uses of writing, in the classroom context; (v) to make a critical comment about the observed results. In the investigation, we used the student’s notebooks, and to know the grade of liability of this documentation, in relation with the significance of the use of writing, it were made participant observations of the classes. It was possible to obtain some information, about the time dedicated to writing as well as establishing a categorization, from which result items that were common in the observations made in class and in the student’s notebooks. During the analysis, we concluded that the students used approximately nineteen percent of the time in writing, per day. The use of Bloom’s taxonomy made possible the determination of the cognitive levels of the texts written by the students. Through all the investigation, it was revelled that the students used more than two hundred formative worksheets. These formative worksheets were of twenty different types, which weren’t equally used by all disciplines and with low grade of cognitive achievement. This investigation made possible a modest approximation to the complexity of realities which involves the use of writing in the school system. It’s an attempt of description of the situation and of interpretation of data, supported, as far as it’s possible, by theories. Along the investigation, it was being revelled that the inter relations of the occasions which involves writing, is extremely complex. This project has the purpose to observe the practices of writing, and make a contribution to a reflexive analysis about the importance of writing, as reading, talking and listening, to the construction of thought.
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 Linguagem escrita Desenvolvimento curricular Ensino básico (2º ciclo)