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À procura da autenticidade na escrita na era digital no contexto do ensino de línguas estrangeiras
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O presente relatório foi desenvolvido com base na análise do que foi observado durante a Prática de Ensino Supervisionada (PES) no ano letivo 2024/2025 no Agrupamento de Escolas do Forte da Casa (AEFC). Partindo do reconhecimento que a tecnologia transformou as práticas expositivas tradicionais, mas também comprometeu a autenticidade textual e as capacidades de escrita dos alunos, a PES teve como principal objetivo a promoção da literacia digital e a adoção de métodos de avaliação formativa como meio de potenciar as capacidades de escrita dos alunos e preservar a autenticidade dos seus textos. Para tal, no presente relatório apresenta-se um enquadramento teórico sobre a evolução da escrita no ensino de línguas estrangeiras (LE), a importância da autenticidade textual e os desafios impostos pelas novas tecnologias, bem como as propostas dos documentos oficiais nacionais e internacionais para o desenvolvimento das competências digitais. Em seguida, descreve-se a metodologia de investigação e de intervenção didática aplicada durante a PES. Após a caracterização da escola e das turmas apresenta-se o trabalho e a lógica subjacente às práticas implementadas. Esta intervenção pedagógica permitiu preservar a autenticidade dos textos produzidos durante as atividades propostas e desenvolver as capacidades de escrita dos alunos. As estratégias que se revelaram importantes durante a PES foram sobretudo as ferramentas de reflexão e monitorização durante o período de edição de texto e o uso de abordagens baseadas em projetos (PBL) e tarefas (TBL) em conjunto com o fornecimento de feedback individualizado.
This report was developed based on the Supervised Teaching Practice in the 2024/2025 school year at the Agrupamento de Escolas do Forte da Casa (AEFC). Recognizing that technology has transformed traditional expository practices, but has also compromised textual authenticity and students’ writing abilities, the main goal of the Supervised Teaching Practice was to promote digital literacy and adopt formative assessment methods as a means of enhancing student’s writing competences and preserving the authenticity of their texts. To this end, a theoretical framework is presented on the evolution of writing in foreign language teaching, the importance of textual authenticity, and the challenges imposed by new technologies, as well as the proposals of national and international official documents for the development of digital competences. This is followed by a description of the research methodology and the didactic tools. After the characterization of the school and the classes, the report presents the work carried out and the rationale behind the implemented practices. This pedagogical intervention contributed to preserving the authenticity of the texts produced during the proposed activities and to developing students’ writing skills. The most relevant strategies identified during the intervention were the use of reflection and monitoring tools during the text-editing process, project-based learning (PBL) and task-based learning (TBL) approaches, combined with individualized feedback.
This report was developed based on the Supervised Teaching Practice in the 2024/2025 school year at the Agrupamento de Escolas do Forte da Casa (AEFC). Recognizing that technology has transformed traditional expository practices, but has also compromised textual authenticity and students’ writing abilities, the main goal of the Supervised Teaching Practice was to promote digital literacy and adopt formative assessment methods as a means of enhancing student’s writing competences and preserving the authenticity of their texts. To this end, a theoretical framework is presented on the evolution of writing in foreign language teaching, the importance of textual authenticity, and the challenges imposed by new technologies, as well as the proposals of national and international official documents for the development of digital competences. This is followed by a description of the research methodology and the didactic tools. After the characterization of the school and the classes, the report presents the work carried out and the rationale behind the implemented practices. This pedagogical intervention contributed to preserving the authenticity of the texts produced during the proposed activities and to developing students’ writing skills. The most relevant strategies identified during the intervention were the use of reflection and monitoring tools during the text-editing process, project-based learning (PBL) and task-based learning (TBL) approaches, combined with individualized feedback.
Descrição
Palavras-chave
Autenticidade Era Digital Produção Escrita Autoria Novas Tecnologias Línguas Estrangeiras Authorship New Technologies Digital Age Authenticity Foreign Languages Written Production