Como os alunos do ensino fundamental planejam e revisam? Um estudo de caso de uma tarefa de escrita colaborativa
DOI:
https://doi.org/10.28998/2317-9945.202586.148-172Palabras clave:
processos cognitivos; planejamento; revisão; escrita colaborativa; ensino fundamental.Resumen
Las tareas de producción textual colaborativa constituyen un marco adecuado para el estudio de los procesos cognitivos de escritura. Este trabajo, de tipo descriptivo y cualitativo, utiliza datos provenientes de la escritura colaborativa para averiguar el modo como el alumnado de primaria lleva a cabo los procesos de planificación y de revisión textuales, en concreto, cuándo lo hace y a qué operaciones propias de estos procesos presta atención. Para ello, se grabaron y analizaron las interacciones orales de nueve parejas de estudiantes de primaria que escribieron fábulas colaborativamente en español L1. Los resultados muestran que la planificación está fundamentalmente dirigida a la generación de ideas y que esta se produce principalmente durante la escritura. En cuanto a la revisión, se observa que el alumnado revisa diversos aspectos de la escritura durante la textualización, pero solo dos parejas realizan una revisión final, la cual se centra exclusivamente en aspectos ortográficos. Esta investigación muestra el comportamiento del alumnado durante la escritura colaborativa y puede orientar la enseñanza-aprendizaje de la escritura menos centrada en el producto y más acorde con las necesidades del alumnado.
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