Como os alunos do ensino fundamental planejam e revisam? Um estudo de caso de uma tarefa de escrita colaborativa
DOI :
https://doi.org/10.28998/2317-9945.202586.148-172Mots-clés :
processos cognitivos; planejamento; revisão; escrita colaborativa; ensino fundamental.Résumé
Tarefas de produção colaborativa de texto fornecem uma estrutura apropriada para o estudo dos processos cognitivos da escrita. Este estudo descritivo e qualitativo utiliza dados da escrita colaborativa para investigar como alunos do ensino fundamental realizam processos de planejamento e revisão textual, especificamente, quando o fazem e a quais operações específicas desses processos prestam atenção. Para tanto, foram registradas e analisadas as interações orais de nove duplas de alunos do ensino fundamental que escreveram fábulas colaborativamente em espanhol L1. Os resultados mostram que o planejamento visa fundamentalmente à geração de ideias e que isso ocorre principalmente durante a escrita. Em relação à revisão, observou-se que os alunos revisaram vários aspectos da escrita durante a textualização, mas apenas duas duplas realizaram uma revisão final, com foco exclusivo na ortografia. Esta pesquisa lança luz sobre o comportamento dos alunos durante a escrita colaborativa e pode orientar o ensino e a aprendizagem da escrita, menos centrados no produto e mais responsivos às necessidades dos alunos.
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