O processo de planejamento prévio na escrita colaborativa de textos no ensino fundamental
Palavras-chave:
planejamento, redação colaborativa, episódios, rascunhos, ensino fundamentalResumo
Este trabalho, de caráter descritivo e qualitativo, investiga as operações ou subprocessos de planejamento textual realizados por alunos do ensino fundamental, bem como as técnicas utilizadas na elaboração de rascunhos. A pesquisa é baseada nos modelos cognitivos de escrita e nos princípios da teoria sociocultural da aprendizagem. Para realizar o estudo, analisam-se os episódios encontrados nas interações orais entre 11 duplas de 5ª série primária de um centro da região de Navarra (Espanha) e os rascunhos que elas preparam no contexto de uma tarefa de escrita conjunta de textos expositivo-argumentativos. Os resultados mostram que, em geral, os alunos atendem principalmente ao subprocesso de geração de ideias e, em menor escala, aos aspectos metalinguísticos, estéticos e de gerenciamento de tarefas. Em relação às técnicas, observa-se que apenas seis duplas as utilizam e que apresentam diferentes níveis de complexidade. Estes resultados, juntamente com a grande variabilidade encontrada, demonstram a necessidade de trabalhar este processo de maneira específica e sistemática nesta etapa.
Downloads
Referências
ARROYO, R.; SALVADOR, F. El proceso de planificación en la composición escrita de alumnos de la Educación Primaria. Revista de Educación, Madrid, n. 336, p. 353-376, 2005.
BEREITER, C.; SCARDAMALIA, M. The Psychology of Written Composition. Hillsdale: Lawrence Erlbaum Associates, 1987.
BERNINGER, V. W.; SWANSON, H. L. Modifying Hayes and Flower’s Model of Skilled Writing to Explain Beginning and Developing Writing. In: BUTTERFIELD, E. (ed.). Children’s Writing: Toward a Process Theory of Development of Skilled Writing. Greenwich, CT: JAI Press, 1994. p. 57-81.
BODGAN, R. C.; BIKLEN, S. K. Qualitative Research for Education. 5. ed. Boston: Pearson, 2007.
BURTIS, P. J.; BEREITER, C.; SCARDAMALIA, M.; TETROE, J. The Development of Planning in Writing. In: KROLL, B.; WELLS, C. G. (ed.). Explorations in the Development of Writing. Chichester: Wiley, 1983. p. 153-174.
CAMPS, A.; GUASCH, O.; MILIAN, M.; RIBAS, T. Actividad metalingüística: la relación entre escritura y aprendizaje de la escritura. In: CAMPS, A.; MILIAN, M. (ed.). El papel de la actividad metalingüística en el aprendizaje de la escritura. Rosario: Homo Sapiens, 2000. p. 135-162.
DAIUTE, C. Do 1 and 1 Make 2? Patterns of Influence by Collaborative Authors. Written Communication, New York, v. 3, n. 3, p. 382-408, 1986. DOI: https://doi.org/10.1177/0741088386003003006.
FLOWER, L.; HAYES, J. R. A Cognitive Process Theory of Writing. College Composition and Communication, Champaign, v. 32, n. 4, p. 365-387, 1981. DOI: https://doi.org/10.2307/356600.
GALLEGO ORTEGA, J. L. La planificación de la expresión escrita por alumnos de educación primaria. Bordón, Madrid, v. 60, n. 2, p. 63-76, 2008.
GRAHAM, S.; MCKEOWN, D.; KIUHARA, S.; HARRIS, K. R. A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. Journal of Educational Psychology, Washington, v. 104, p. 879-896, 2012. DOI: https://doi.org/10.1037/a0029185.
GUTIÉRREZ, X. What Does Metalinguistic Activity in Learners’ Interaction During a Collaborative L2 Writing Task Look Like? The Modern Language Journal, Hoboken, v. 92, n. 4, p. 519-537, 2008. DOI: https://doi.org/10.1111/j.1540-4781.2008.00785.x.
KELLOGG, R. T. Attentional Overload and Writing Performance: Effects of Rough Draft and Outline Strategies. Journal of Experimental Psychology, Washington, v. 14, p. 355-365, 1988. DOI: https://doi.org/10.1037/0278-7393.14.2.355.
KRIPPENDORF, K. Metodología de análisis de contenido. Barcelona: Paidós, 1990.
LANGER, J. A. Children Reading and Writing: Structures and Strategies. Norwood: Ablex, 1986.
LEE, K.; KARMILOFF-SMITH, A.; CAMERON, C. A.; DODSWORTH, P. Notational Adaptation in Children. Canadian Journal of Behavioural Science, Ottawa, v. 30, n. 3, p. 159-171, 1998. DOI: https://doi.org/10.1037/h0087059.
LIMPO, T.; ALVES, R. A.; FIDALGO, R. Children’s High-Level Writing Skills: Development of Planning and Revising and Their Contribution to Writing Quality. British Journal of Educational Psychology, Chichester, v. 84, n. 2, p. 177-193, 2014. DOI: https://doi.org/10.1111/bjep.12020.
LITTLETON, E. B. Emerging Cognitive Skills for Writing: Sensitivity to Audience Presence in Five Through Nine-Year-Olds’ Speech. Cognition and Instruction, Oxfordshire, v. 16, n. 4, p. 399-430, 1998. DOI: https://doi.org/10.1207/s1532690xci1604_2.
LÓPEZ, P.; TORRANCE, M.; RIJLAARSDAM, G.; FIDALGO, R. Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development. Frontiers in Psychology, Lausanne, v. 8, p. 1-10, 2017. DOI: https://doi.org/10.3389/fpsyg.2017.01054.
MACARTHUR, C.; HARRIS, K.; GRAHAM, S. Helping Students with Learning Disabilities Plan Compositions: Instruction in Cognitive and Metacognitive Strategies. In: BUTTERFIELD, E. (ed.). Children’s Writing: Toward a Process Theory of Development of Skilled Writing. Greenwich, CT: JAI Press, 1994. p. 179-198.
MARLKLE, D. T.; WEST, R. E.; RICH, P. J. Beyond Transcription: Technology, Change, and Refinement of Method. Forum Qualitative Social Research, Berlin, v. 12, n. 3, p. 1-21, 2011. DOI: https://doi.org/10.17169/fqs-12.3.1564.
MATSUHASHI, A. Pausing and Planning: The Tempo of Written Discourse Production. Research in the Teaching of English, Urbana, v. 15, p. 113-134, 1981.
MCCUTCHEN, D. “Functional Automaticity” in Children’s Writing: A Problem of Metacognitive Control. Written Communication, New York, v. 5, n. 3, p. 306-324, 1988. DOI: https://doi.org/10.1177/0741088388005003003.
ROLDÁN-PREGO, L.; GONZÁLEZ-SEIJAS, R. M. Intervención en la planificación de la escritura en primer curso de enseñanza primaria. Revista de Estudios e Investigación en Psicología y Educación, Logroño, v. 3, n. 1, p. 9-18, 2016. DOI: https://doi.org/10.17979/reipe.2016.3.1.1174.
SCHILPEROORD, J. On the Cognitive Status of Pauses in Discourse Production. In: OLIVE, T.; LEVY, C. M. (ed.). Contemporary Tools and Techniques for Studying Writing. New York: Springer, 2001. p. 61-88. DOI: https://doi.org/10.1007/978-94-010-0468-8_4S.
CIENTIFIC SOFTWARE DEVELOPMENT GmbH. Atlas.ti: Qualitative Data Analisys. Versão 8. Berlin: ATLAS.ti Scientific Software Development GmbH, 2017.
SÉNÉCHAL, M.; HILL, S.; MALETTE, M. Individual Differences in Grade 4 Children’s Written Compositions: The Role of Online Planning and Revising, Oral Storytelling, and Reading for Pleasure. Cognitive Development, Amsterdam, v. 45, p. 92-104, 2018. DOI: https://doi.org/10.1016/j.cogdev.2017.12.004.
STORCH, N. Collaborative Writing: Product, Process, and Students’ Reflections. Journal of Second Language Writing, Amsterdam, v. 14, n. 3, p. 153-173, 2005. DOI: https://doi.org/10.1016/j.jslw.2005.05.002.
STORCH, N. Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions. Annual Review of Applied Linguistics, Cambridge, v. 31, p. 275-288, 2011. DOI: https://doi.org/10.1017/S0267190511000079.
SWAIN, M.; LAPKIN, S. Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning. Applied Linguistics, Oxford, v. 16, p. 371-391, 1995. DOI: https://doi.org/10.1093/applin/16.3.371.
TAYLOR, J. S.; BOGDAN, R. Introducción a los métodos cualitativos de investigación. Barcelona: Paidós, 1987.
TORRANCE, M.; FIDALGO, R.; GARCÍA, J. N. The Teachability and Effectiveness of Cognitive Self-Regulation in Sixth-Grade Writers. Learning and Instruction, Leuven, v. 17, n. 3, p. 265-285, 2007. DOI: https://doi.org/10.1016/j.learninstruc.2007.02.003.
VILLAS BOAS, I. F. Process Writing in a Product-Oriented Context: Challenges and Possibilities. Revista Brasileira de Lingüística Aplicada, Belo Horizonte, v. 14, n. 2, p. 463-490, 2014. DOI: https://doi.org/10.1590/S1984-63982014005000011.
VYGOTSKY, L. S. Thought and Language. Cambridge: MIT Press, 1986.
WHITAKER, D.; BERNINGER, V. W.; JOHNSTON, J.; SWANSON, H. L. Intraindividual Differences in Levels of Language in Intermediate Grade Writers: Implications for the Translating Process. Learning and Individual Differences, Amsterdam, v. 6, p. 107-130, 1994. DOI: https://doi.org/10.1016/1041-6080(94)90016-7.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2020 Mónica Aznárez-Mauleón, Maite López-Flamarique
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Los autores de los artículos publicados por la RBLA conservan los derechos de autor de su obra, cediéndolos bajo la licencia Creative Commons Atribución 4.0 Internacional Licença Creative Commons BY Attribution 4.0, que permite su reutilización y distribución sin restricciones, siempre que se cite correctamente la obra original.
