Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Caputo, Fabiana Bugan |
| Orientador(a): |
Palma, Dieli Vesaro
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Língua Portuguesa
|
| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24476
|
Resumo: |
This study aimed to analyze the practices of correction of textual productions of teachers in the 6th grade of elementary school. We seek to identify the concepts of text and writing underlying the work of teachers through the aspects prioritized in the correction of texts produced by students, as well as to understand the correction strategies through the marks left by the teachers in the texts of the learners. correction that are part of school practices. Document analysis was the methodological procedure used in this research. We adopt as a theoretical assumption the idea that it is essential for the teacher to recognize and value in the texts of the learners both the aspects related to spelling and grammar correction, as well as, and mainly, the aspects related to the use of linguistic resources, the structural organization and the textuality. The analysis of the results revealed that the correction practices of the teachers, regarding the correction of texts, emphasize a monological conception, which does not provide dialogue in the observations left by them in the texts. The results also point out that working with genre and its structure are not enough to promote the development of students' writing competence. As for the forms of correction performed by the teachers, we observed that they more easily perceive the aspects present in the textual surface (grammatical and spelling problems) to the detriment of aspects related to textuality. Based on the collected data, we realized that the practice of correcting textual productions seems to be a promising field and that it needs to be redefined so that we can contribute to the improvement of the learners' writing. Therefore, we need to bridge the gap between theoretical knowledge produced in academic research and in pedagogical practice |
