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Desenvolvimento da escrita no Ensino Secundário
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O presente Relatório de Estágio da Prática de Ensino Supervisionada realizada no Agrupamento de Escolas Augusto Cabrita – Barreiro, no ano letivo 2017/2018, relata, de forma breve, o trabalho levado a cabo e descreve o projeto de intervenção pedagógica sobre o desenvolvimento do domínio da Escrita implementado numa turma de 10.º ano de escolaridade.
Ensinar a escrever é uma das tarefas mais desafiantes para o professor que encare a escrita como processo e a trabalhe em sala de aula. A sala de aula é o lugar ideal para a aprendizagem da escrita quando o foco é colocado na escrita como processo e se ensinam diferentes géneros textuais, em consonância com os documentos oficias vigentes. Um aluno competente na escrita revela um bom domínio da sua língua materna, dominando aspetos lexicais, gramaticais, sociais e discursivos do seu uso, questiona e reflete sobre os enunciados e adequa os seus textos aos contextos.
O projeto de intervenção pedagógica procurou averiguar em que medida a implementação de um modelo de ensino de escrita, adaptado a partir do estaleiro de escrita de Jolibert (1988), para o ensino e aprendizagem do género textual apreciação crítica, contribuiu para o desenvolvimento da competência escrita dos alunos. Pretendeu, ainda, verificar e analisar a capacidade de transferência de conhecimentos a novas situações.
Da análise dos três textos que cada aluno produziu em diferentes etapas do estaleiro de escrita adaptado, verificou-se que os segundos e terceiros textos revelaram melhorias consideráveis relativamente aos primeiros. Estas resultaram da realização de atividades de reflexão sobre a língua, tendo em conta as dificuldades manifestadas pelos alunos. Concluiu-se, portanto, que a implementação e operacionalização do estaleiro de escrita adaptado contribuiu para o desenvolvimento da competência escrita dos alunos. Confirmou-se igualmente que os alunos conseguiram mobilizar os conhecimentos adquiridos e aplicá-los a novas situações
The report of the Supervised Teaching Practice realized at Agrupamento de Escolas Augusto Cabrita – Barreiro, in the academic year of 2017/2018, relates, in a short way, the work developed and describes the pedagogical intervention project about the development of the Writing skill implemented in a tenth grade class. Teaching how to write is one of the most challenging tasks to a teacher who looks to the writing as a process and who works it in the classroom. The classroom is the ideal place to the learn of writing skill when the focus is setting on writing as a process and when different kinds of texts are teached, in uniformity with current official documents. A proficient student on writing shows a good domain of his native language, a domain of lexical, grammatical, social and speaching aspects of his native language using, he questions and reflects on statements and he adapts his texts to the contexts. The pedagogical intervention project tried to find out how the implementation of a model of writing teaching, adapted from the chantier d’écriture from Jolibert (1988), to the textual genre critical appreciation teaching, contributed to the development of the writing skill of students. Also, the pedagogical intervention project purposed to find and analyze them capacity to transfer the knowledges to a new situations. With the analysis of the three critical appreciation texts written by each student in a different phases of the adapted chantier d’écriture it was verified that the second and the third written texts showed big improvements compared with the first ones. These improvements are the results from the reflection on language activities realized, considering the difficulties showed by the students before. It was concluded, therefore, that the implementation and put the adapted chantier d’écriture into practice contributed to the development of the writing skill of students. Also, it confirmed that students were able to put the acquired knowledges into practice and using them in new situations.
The report of the Supervised Teaching Practice realized at Agrupamento de Escolas Augusto Cabrita – Barreiro, in the academic year of 2017/2018, relates, in a short way, the work developed and describes the pedagogical intervention project about the development of the Writing skill implemented in a tenth grade class. Teaching how to write is one of the most challenging tasks to a teacher who looks to the writing as a process and who works it in the classroom. The classroom is the ideal place to the learn of writing skill when the focus is setting on writing as a process and when different kinds of texts are teached, in uniformity with current official documents. A proficient student on writing shows a good domain of his native language, a domain of lexical, grammatical, social and speaching aspects of his native language using, he questions and reflects on statements and he adapts his texts to the contexts. The pedagogical intervention project tried to find out how the implementation of a model of writing teaching, adapted from the chantier d’écriture from Jolibert (1988), to the textual genre critical appreciation teaching, contributed to the development of the writing skill of students. Also, the pedagogical intervention project purposed to find and analyze them capacity to transfer the knowledges to a new situations. With the analysis of the three critical appreciation texts written by each student in a different phases of the adapted chantier d’écriture it was verified that the second and the third written texts showed big improvements compared with the first ones. These improvements are the results from the reflection on language activities realized, considering the difficulties showed by the students before. It was concluded, therefore, that the implementation and put the adapted chantier d’écriture into practice contributed to the development of the writing skill of students. Also, it confirmed that students were able to put the acquired knowledges into practice and using them in new situations.
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Ensino Secundário Escrita Estaleiro de escrita adaptado Apreciação crítica Intervenção pedagógica Writing skill Teaching Adapted chantier d’écriture Critical appreciation Pedagogical intervention