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Advisor(s)
Abstract(s)
O desenvolvimento de capacidades linguísticas ao nível da compreensão
da leitura reveste-se de uma importância fundamental se pensarmos na
necessidade de formarmos cidadãos competentes no que diz respeito à
literacia. No entanto, muitos estudantes dos vários níveis educativos,
incluindo o superior,revelam fragilidades na transposição de ideias
fundamentais de um texto para o formato de esquema, não assegurando,
por exemplo, um adequado inter-relacionamento dos tópicos selecionados
(ESTRELA & FERREIRA, 2017). Este formato permite não só dar conta da
compreensão do material lido como também estruturar e sistematizar as
aprendizagens feitas, desenvolver o espírito crítico e a memorização
(VALADARES, 2014). Paralelamente,o recurso aos esquemas possibilita
uma reflexão linguística e metalinguística. Neste trabalho de investigaçãoação, analisamos as produções de alunos de três turmas do 1.º ano de
licenciatura em Artes Visuais e Tecnologias, que consistiam num exercício
de construção de um esquema em que sintetizassem e inter-relacionassem
as ideias apresentadas num texto do seu domínio de conhecimento. Na
análise, foram considerados aspetos como i) o formato específico de
organização da informação; ii) o equilíbrio entre elementos verbais e não
verbais; iii) a coesão, a coerência e a adequação; iv) a hierarquização e o
inter-relacionamento da informação; v) a uniformização dos tópicos; vi) a
correção linguística, entre outros aspetos. Os principais resultados
apontam para a existência de problemas nos vários itens mencionados,
sobressaindoquestões de correção gramatical, que serviram de ponto de
partida para um trabalho sobre as diversas áreas em que se evidenciaram
mais desvios, como a ortografia, a concordância, a regência verbal, a
pontuação, entre outras.
Abstract: The development of reading comprehension skills is of fundamental importance if we think about the need to prepare competent citizens regarding literacy. However, many students from various educational levels, including the higher education, reveal problems in the transposition of fundamental ideas from a text to a schematic format, not ensuring, for example, an adequate interrelationship of the selected topics (ESTRELA & FERREIRA, 2017). This format allows the students to show how appropriately the read material was understood, but also to structure and systematize the lessons learned, developing critical thinking and memorization (VALADARES, 2014). At the same time, the use of schemas enables a linguistic and metalinguistic reflection. In this research - action work, we analysed the productions of 1st year higher education in Visual Arts and Technologies students from three classes, which consisted of a schema-building exercise in which they synthesized and interrelated the ideas presented in a text provided in their domain of knowledge. In the analysis, the following aspects were considered: i) the specific format of information organization; ii) the balance between verbal and nonverbal elements; iii) cohesion, coherence and adequacy; iv) the hierarchy and interrelation of information; v) uniformity of topics; vi) linguistic correction, among other aspects. The main results point to the existence of problems in the various items mentioned, highlighting questions of grammatical correction, which served as a starting point for an intervention in the areas in which there were more deviations, such as spelling, agreement, verbal conducting, punctuation, amongst others.
Abstract: The development of reading comprehension skills is of fundamental importance if we think about the need to prepare competent citizens regarding literacy. However, many students from various educational levels, including the higher education, reveal problems in the transposition of fundamental ideas from a text to a schematic format, not ensuring, for example, an adequate interrelationship of the selected topics (ESTRELA & FERREIRA, 2017). This format allows the students to show how appropriately the read material was understood, but also to structure and systematize the lessons learned, developing critical thinking and memorization (VALADARES, 2014). At the same time, the use of schemas enables a linguistic and metalinguistic reflection. In this research - action work, we analysed the productions of 1st year higher education in Visual Arts and Technologies students from three classes, which consisted of a schema-building exercise in which they synthesized and interrelated the ideas presented in a text provided in their domain of knowledge. In the analysis, the following aspects were considered: i) the specific format of information organization; ii) the balance between verbal and nonverbal elements; iii) cohesion, coherence and adequacy; iv) the hierarchy and interrelation of information; v) uniformity of topics; vi) linguistic correction, among other aspects. The main results point to the existence of problems in the various items mentioned, highlighting questions of grammatical correction, which served as a starting point for an intervention in the areas in which there were more deviations, such as spelling, agreement, verbal conducting, punctuation, amongst others.
Description
Keywords
Leitura Organizadores gráficos Esquemas Reflexão metalinguística Reading Graphic organizers Schemas Metalinguistic reflection
Citation
Santos Ferreira, P., & Estrela, A. P. (2019). Do texto à reflexão metalinguística: O esquema como elemento estruturante. Eutomia - Revista de Literatura e Linguística, 1(23), 245-267. https://doi.org/10.19134/eutomia-v1i23p245-267