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Rever para Aprender: A prática da revisão de texto como método de ampliação da percepção crítica e da competência textual de jovens da escola pública
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Grande parte dos alunos das escolas públicas brasileiras enfrenta dificuldades para produzir textos eficientes e não raro apresenta um desempenho deficitário na prova de redação do Enem, exame requerido no acesso às universidades. Com o propósito de refletir sobre a produção textual desses alunos, escolheu-se um método de trabalho com ênfase na revisão de textos, por se entender que, ao praticar a revisão, o aluno teria a possibilidade de compreender melhor todo o processo da escrita e de refletir sobre os outros textos que povoam o mundo. Os conceitos sobre revisão foram elaborados a partir de uma diferenciação dos termos revisar, corrigir e reescrever, tentando-se demonstrar que, embora a prática da revisão abranja a prática da correção, é um processo mais complexo, pois ao executar a leitura para revisão, o aluno tem a possibilidade de modificar trechos com o único objetivo de produzir melhores sentidos. Durante quatro meses, o projeto acompanhou, de forma individualizada, dez alunos de escolas públicas que haviam se candidatado à prova do Enem. Orientando-se pelo livro Como Escrever Textos de Maria Teresa Serafini (1998), elaborou-se um guia prático para auxiliar esses alunos nas atividades de revisão. Outras estratégias utilizadas foram a leitura de textos de outros autores como referência para a escrita e as observações feitas pela professora. Os temas sugeridos privilegiaram a realidade a ser enfrentada: a prova de redação do Enem. As análises tentaram evidenciar se com a aplicação do método seria possível intervir na capacidade de produção textual dos participantes, em sua linguagem e na ampliação de sua percepção crítica e produzir alguma melhoria nestas competências. Os participantes avaliaram a experiência positivamente, apesar de relatarem dificuldades no campo da gramática. Concluiu-se que o guia ainda necessita de alguns ajustes; porém, a diminuição de erros verificada nos últimos textos produzidos pelos participantes atesta sua eficiência, apresentando evidências de que reúne condições para ser incluído como mais um instrumento a ser utilizado no ensino da produção textual.
A large part of Brazilian public school students faces difficulties to produce efficient texts and not rarely present a meagre performance on the composition test of Enem, the exam for university access. With the purpose of thinking over these students’ text production, a method of work with emphasis on text revision was chosen, for being understood that, by practicing reviewing, students would be able to understand better the whole writing process and to think over all the other texts that can be found in the world. The concepts about revision were elaborated from a differentiation of the terms reviewing, correcting, and rewriting, trying to demonstrate that, even though reviewing includes correcting, it is a more complex process, since when students read in order to review, they have the possibility to modify passages with the sole objective of producing better meanings. For four months this project followed ten public school students individually who had applied for Enem. Using the book Como Escrever Textos by Maria Teresa Serafini (1998), a practical guide was developed to help those students review their texts. Other strategies used included reading texts by other auhors as writing models and the observations made by the teacher. The suggested themes privileged the reality to be faced: Enem’s text composition test. The analyses tried to show if, using this method, it would be possible to intervene on the participants’ textual production capacity, on their language, and on the expansion of their critical perception, as well as producing some sort of improvement in such competences. The participants provided a positive feedback regarding the experiment, even though they have reported some difficulties concerning grammar topics. The conclusion assumes that the guide still needs some adjustments; however, the decrease of errors verified in the last texts produced by the participants attests its efficiency, presenting evidence that it very likely qualifies as another instrument to be used during text production classes.
A large part of Brazilian public school students faces difficulties to produce efficient texts and not rarely present a meagre performance on the composition test of Enem, the exam for university access. With the purpose of thinking over these students’ text production, a method of work with emphasis on text revision was chosen, for being understood that, by practicing reviewing, students would be able to understand better the whole writing process and to think over all the other texts that can be found in the world. The concepts about revision were elaborated from a differentiation of the terms reviewing, correcting, and rewriting, trying to demonstrate that, even though reviewing includes correcting, it is a more complex process, since when students read in order to review, they have the possibility to modify passages with the sole objective of producing better meanings. For four months this project followed ten public school students individually who had applied for Enem. Using the book Como Escrever Textos by Maria Teresa Serafini (1998), a practical guide was developed to help those students review their texts. Other strategies used included reading texts by other auhors as writing models and the observations made by the teacher. The suggested themes privileged the reality to be faced: Enem’s text composition test. The analyses tried to show if, using this method, it would be possible to intervene on the participants’ textual production capacity, on their language, and on the expansion of their critical perception, as well as producing some sort of improvement in such competences. The participants provided a positive feedback regarding the experiment, even though they have reported some difficulties concerning grammar topics. The conclusion assumes that the guide still needs some adjustments; however, the decrease of errors verified in the last texts produced by the participants attests its efficiency, presenting evidence that it very likely qualifies as another instrument to be used during text production classes.
Descrição
Palavras-chave
Escola pública Revisão de texto Competência textual Ensino da revisão Percepção crítica Revisão textual Text competence Critical perception Teaching revision Text revision