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Orientador(es)
Resumo(s)
Apresenta-se um trabalho de investigação realizado numa turma de 3.º e 4.º ano de 1.ºciclo de ensino
básico. Focalizou-se o ensino explícito, sistemático e partilhado da escrita a partir da leitura e
compreensão de textos de literatura infantil, sob mediação do docente. O trabalho surge após tomada
de consciência de fragilidades que os alunos revelam na área do Português, nomeadamente nos
domínios da compreensão leitora e da escrita.
A leitura e análise de textos integrais de literatura infantil foram centrais no estudo, dando atenção à
linguagem, em geral, e ao léxico e aos processos retóricos utilizados pelos autores, em particular.
Os textos de autor foram explorados como fonte tanto de ideias, para escrever, como de modos de
escrever. A leitura e discussão do que se lê e a discussão do que se escreve envolvem os alunos
com o trabalho de escrita, comprometendo-os com a reflexão sobre o que leem e sobre o que
escrevem.
Abstract Reading, writing and literary texts. This paper is concerned with research carried out in a 3rd and 4th grade of primary school. There is a focus on explicit, systematic and shared teaching of writing using the reading of children’s literature, mediated by the teacher. This research emerges as a consequence of the perception of the debility that the students of a suburban school demonstrate in their knowledge of language, namely in terms of understanding what they read and writing. Both reading and the analysis of children's literature texts as a whole were key domains that were researched, with especial concern when it comes to language and rhetorical processes used by authors. The aforementioned texts were explored as a source of both ideas, language and rhetoric features to children’ write. Reading and the subsequent discussion of what has been read and what the students write encourages students to get involved the process of writing, getting them to commit to thinking about what they read and write.
Abstract Reading, writing and literary texts. This paper is concerned with research carried out in a 3rd and 4th grade of primary school. There is a focus on explicit, systematic and shared teaching of writing using the reading of children’s literature, mediated by the teacher. This research emerges as a consequence of the perception of the debility that the students of a suburban school demonstrate in their knowledge of language, namely in terms of understanding what they read and writing. Both reading and the analysis of children's literature texts as a whole were key domains that were researched, with especial concern when it comes to language and rhetorical processes used by authors. The aforementioned texts were explored as a source of both ideas, language and rhetoric features to children’ write. Reading and the subsequent discussion of what has been read and what the students write encourages students to get involved the process of writing, getting them to commit to thinking about what they read and write.
Descrição
Palavras-chave
Aprendizagem da escrita Leitura Textos literários
Contexto Educativo
Citação
Sousa, O., & Lourenço, M. (2014). A leitura, a escrita e os textos de literatura. In F. Viana, R. Ramos, E. Coquet & M. Martins (Coords.), Atas do 10.º Encontro Nacional (8.º Internacional) de Investigação em Leitura, Literatura Infantil e Ilustração (pp. 521- 535) Braga: CIEC – Centro de Investigação em Estudos da Criança da Universidade do Minho (CDRom – ISBN 978-972-8952-31-0).
Editora
CIEC – Centro de Investigação em Estudos da Criança da Universidade do Minho