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Dificuldades de escrita em diferentes níveis de ensino : o caso angolano
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A presente tese, inserida na área da Linguística do Texto e do Discurso, centra-se nos problemas de escrita dos alunos, tendo-se orientado para a análise dos problemas identificados e para o ensino da produção escrita de diferentes géneros de textos.
Baseando-se no quadro teórico de Dolz, Noverraz e Schneuwly (2001), este estudo pretende proceder a uma reflexão sobre a sequência didática, associada ao modelo didático de género, explorando estratégias, atividades e materiais propostos, de modo a buscar ferramentas que possam contribuir para o ensino da escrita, permitindo que os alunos adquiram competências na produção de diferentes géneros de textos.
Entre os vários géneros de textos existentes e passíveis de serem trabalhados em contexto escolar, foram selecionados os géneros textuais carta e crónica em virtude de serem géneros que promovem a expressão de sentimentos, a interação com um destinatário que pode estar ligado ao sujeito da escrita por laços estreitos, a tomada de alguma posição crítica diante de determinado acontecimento que afete negativamente o ambiente social, a apresentação de argumentos e de pontos de vista (em busca do bem comum), como forma de despertar nos alunos o gosto de escrever.
Tendo em consideração que o género textual carta não figura nos conteúdos do programa do I Ciclo do Ensino Secundário, o estudo efetuado prevê a proposta de inserção deste género de texto nos programas do Ensino Secundário, como texto utilitário que poderia contribuir para a formação de cidadãos competentes no que diz respeito à produção de diferentes géneros de textos.
The present study, included in the Linguistics of Text and Discourse area, focuses on the writing problems of the students, directed to the analysis of the identified problems and to the written production teaching of different genres of texts. Based on the theoretical framework of Dolz, Noverraz and Schneuwly (2001), this study intends to reflect on the didactic sequence, associated to the didactic model of genre, exploring proposed strategies, activities and materials, in order to find tools that can contribute to the teaching of writing, helping students to obtain skills in the production of different genres of texts. Among the various genres of texts available and capable to be worked in a school context, the letter and chronic textual genres were selected because they are those that promote the expression of feelings, the interaction with a receiver that may be connected to the writer by close ties, the taking of some critical position before a certain event that negatively affects the social environment, the presentation of arguments and points of view (looking for the common good), as a way to awake students for the teste of writing Taking into account that the textual letter is outside of the contents of the I Secondary School programs, the study carried out foresees the proposal of insertion of this type of text in the Secondary Education programs, as a useful text that could contribute to the training and skills of citizens concerning to the production of different genres of texts.
The present study, included in the Linguistics of Text and Discourse area, focuses on the writing problems of the students, directed to the analysis of the identified problems and to the written production teaching of different genres of texts. Based on the theoretical framework of Dolz, Noverraz and Schneuwly (2001), this study intends to reflect on the didactic sequence, associated to the didactic model of genre, exploring proposed strategies, activities and materials, in order to find tools that can contribute to the teaching of writing, helping students to obtain skills in the production of different genres of texts. Among the various genres of texts available and capable to be worked in a school context, the letter and chronic textual genres were selected because they are those that promote the expression of feelings, the interaction with a receiver that may be connected to the writer by close ties, the taking of some critical position before a certain event that negatively affects the social environment, the presentation of arguments and points of view (looking for the common good), as a way to awake students for the teste of writing Taking into account that the textual letter is outside of the contents of the I Secondary School programs, the study carried out foresees the proposal of insertion of this type of text in the Secondary Education programs, as a useful text that could contribute to the training and skills of citizens concerning to the production of different genres of texts.
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Dificuldades Sequência didática Produção escrita Angola Géneros de textos Genres of texts Written production Difficulties Didactic sequence