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Escrita literária em contexto
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Neste trabalho, descreve-se a metodologia de ensino implementada, no ano letivo de 2019/2020, na Escola Secundária Alfredo dos Reis Silveira, no Seixal, no âmbito das disciplinas de Português e de Literatura Portuguesa. Durante o estágio, que é ponto de partida deste relatório, aplicou-se, em duas turmas (de oitavo e décimo ano de escolaridade), um método criativo de ensino da escrita e do que, em literatura, é ensinável. Este método assenta no pressuposto de que é útil, para reforçar as competências dos discentes, escrever à maneira literária, em contextos muito específicos: designadamente, de imitação condicionada do estilo de autores consagrados. Através de um conjunto coerente de itinerários literários, que incluem sequências de determinados exercícios de interpretação e de oficinas de escrita, pretendeu-se que os alunos começassem a escrever mais, e melhor, e a ler mais, e melhor. Tirou-se partido do cruzamento entre a escrita e a educação literária, por meio de um processo de ensino que teve, como base, a ideia de que a aprendizagem da produção escrita e de técnicas de análise literária deve ser, tal como a própria escrita e a análise literária, processual. Portanto, descrever-se-ão criticamente, aqui, práticas de ensino determinadas e problematizar-se-ão os resultados obtidos durante a implementação do método aplicado.
This paper describes the teaching methodology implemented in the school year 2019/2020, at Alfredo dos Reis Silveira Secondary School, in Seixal, within the disciplines of Portuguese and Portuguese Literature. During the internship, which is the starting point of this report, was applied in two classes (in the 8th and 10th year) a creative method of teaching writing and what, in literature, is teachable. This method is based on the assumption that it is useful, in order to strengthen the competences of the students, to write in a literary way, in very specific contexts: of conditioned imitation of the style of consecrated authors. Through a coherent set of literary itineraries, which include sequences of certain interpretative exercises and writing workshops, it was intended that students begin to write more, and better, and to read more, and better. The advantage of the intersection between writing and literary education was taken by means of a teaching process based on the idea that learning to write and to analyse literary techniques should be, like writing and literary analysis, procedural. Therefore, this paper will critically describe certain teaching practices and problematize the results obtained during the implementation of the applied method
This paper describes the teaching methodology implemented in the school year 2019/2020, at Alfredo dos Reis Silveira Secondary School, in Seixal, within the disciplines of Portuguese and Portuguese Literature. During the internship, which is the starting point of this report, was applied in two classes (in the 8th and 10th year) a creative method of teaching writing and what, in literature, is teachable. This method is based on the assumption that it is useful, in order to strengthen the competences of the students, to write in a literary way, in very specific contexts: of conditioned imitation of the style of consecrated authors. Through a coherent set of literary itineraries, which include sequences of certain interpretative exercises and writing workshops, it was intended that students begin to write more, and better, and to read more, and better. The advantage of the intersection between writing and literary education was taken by means of a teaching process based on the idea that learning to write and to analyse literary techniques should be, like writing and literary analysis, procedural. Therefore, this paper will critically describe certain teaching practices and problematize the results obtained during the implementation of the applied method
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Ensino Escrita Literatura Imitação Estilo Itinerários literários Processo Teaching Writing Literature Imitation Style Literary itineraries Process