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Advisor(s)
Abstract(s)
O presente projeto pretende demonstrar a importância da integração das tecnologias no desenvolvimento de competências de escrita, a alunos do 3.º ano do 1.º Ciclo do Ensino Básico, com o objetivo de contribuir para a melhoria da sua competência textual. Pretende-se que os alunos interiorizem a dimensão processual da escrita, conduzindo-os a planificar, a textualizar, a rever e a editar, para que sejam capazes de escrever diferentes géneros de textos. Este trabalho foi realizado de forma articulada com recurso à utilização de tecnologias, em particular do iPad.
Para tal, foi implementado um projeto de intervenção, que teve a duração de dez meses, durante o qual foram apresentadas sequências de aprendizagem em que se explorou a componente textual para os diferentes géneros de texto, permitindo que as crianças se apropriassem das macroestruturas e que fossem capazes de produzir textos mais consistentes e diferenciados. Antes do projeto de intervenção, na fase de diagnóstico, foi aplicada uma proposta inicial, em que se recolheram as produções escritas dos alunos. Nesta primeira fase, foi ainda aplicado um inquérito por questionário aos alunos que tinha como principal objetivo conhecer as conceções que os alunos tinham sobre o uso das tecnologias, em particular como recurso à produção escrita.
Após a implementação do projeto de intervenção, foi aplicada a proposta final, em que se analisou novamente as produções escritas dos alunos, mediante uma proposta igual à inicial, de modo a avaliar o seu desenvolvimento e o impacto do projeto.
A partir da análise qualitativa das propostas de escrita realizadas no início e no final da intervenção, é possível concluir que houve uma progressão dos alunos ao nível da produção escrita com recurso ao iPad. O grupo conseguiu compreender a dimensão processual da escrita, elaborando diferentes géneros de textos com mais coesão e coerência, recorrendo à tecnologia.
ABSTRACT This project aims to demonstrate the importance of the integration of technology in the development of writing skills, for students of the 3rd year of the 1st Cycle of Basic Education, with the aim of contributing to the improvement of their textual competence. It is intended that students internalise the procedural dimension of writing, leading them to plan, write, review and edit, so that they are able to write different text genres. This work was facilitated through the use of technology in particular the iPad. To this end, a ten month long intervention project was implemented, during which learning sequences were presented in which the textual component of the different text genres was explored. This allowed children to appropriate the macro-structures and to be able to produce more consistent and differentiated texts. Before the intervention project, in the diagnostic phase, an initial proposal was applied, in which the written productions of the students were collected. In this first phase, a questionnaire was also applied to the students with the main objective of knowing the conceptions that the students had about the use of technology, in particular as a resource for written production. After the implementation of the intervention project the final proposal was applied through a proposal equal to the initial one, in which the students' written productions were again analysed in order to assess their development and the impact of the project. From the qualitative analysis of the writing proposals made at the beginning and at the end of the intervention, it can be concluded that there was a progression of the students at the level of written production using the iPad. Through using technology the group was better able to understand the procedural dimension of writing, and developed different types of texts with greater cohesion and coherence.
ABSTRACT This project aims to demonstrate the importance of the integration of technology in the development of writing skills, for students of the 3rd year of the 1st Cycle of Basic Education, with the aim of contributing to the improvement of their textual competence. It is intended that students internalise the procedural dimension of writing, leading them to plan, write, review and edit, so that they are able to write different text genres. This work was facilitated through the use of technology in particular the iPad. To this end, a ten month long intervention project was implemented, during which learning sequences were presented in which the textual component of the different text genres was explored. This allowed children to appropriate the macro-structures and to be able to produce more consistent and differentiated texts. Before the intervention project, in the diagnostic phase, an initial proposal was applied, in which the written productions of the students were collected. In this first phase, a questionnaire was also applied to the students with the main objective of knowing the conceptions that the students had about the use of technology, in particular as a resource for written production. After the implementation of the intervention project the final proposal was applied through a proposal equal to the initial one, in which the students' written productions were again analysed in order to assess their development and the impact of the project. From the qualitative analysis of the writing proposals made at the beginning and at the end of the intervention, it can be concluded that there was a progression of the students at the level of written production using the iPad. Through using technology the group was better able to understand the procedural dimension of writing, and developed different types of texts with greater cohesion and coherence.
Description
Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de Mestre em Didática da Língua Portuguesa no 1.º e 2.º Ciclos do Ensino Básico
Keywords
Processo de escrita Géneros de texto Tecnologias iPad Sequências de aprendizagem Writing process Text genres Technology Learning sequences
Citation
Janeiro, I. F. R. (2019). As novas tecnologias na aprendizagem da escrita (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/11024
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa