Produção de textos infantis e pesquisa colaborativa: a prática pedagógica e a aquisição do conhecimento da escrita.

• Ano de defesa: 2003
• Autor(a) principal: Brande, Carla Andréa
• Orientador(a): Reyes, Cláudia Raimundo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• País: BR
• Palavras-chave em Português: Escrita; Produção de textos; Formação continuada de professores
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/2536

This study describes the analysis of the evolution of texts written by children who attend urban outskirts school, in the process of literacy, which happened due to a collaborative relationship between the researcher and the classroom teacher. During this collaboration process, teacher and researcher discussed and analysed pedagogical intervention practices aiming the acquisition of children s writing competence. This analysis of the children texts evolution points out the fact that, initially, their texts reflect characteristics of oral narratives as well as information from writing objects that they are in contact. Gradually, the children advance in the comprehension of the writing texts and start to consider them as an autonomous object with particular characteristics. Some methodological principles for the accomplishment of a work which aims the improvement of children s writing texts are presented: conception of the language as a constructive activity that assumes interactions among the children; the interactive activities allow the children accomplish a work of reflection and experimentation on the written language; the participation of the teacher provides the instrumentation of the children in the technical aspects of the writing process; constant practice of production of texts. This way of giving children the opportunity of developing their writing texts was built through the collaborative work between the researcher and teacher in a process of dialogue and reflection on pedagogical practice, constructing a shared knowledge and a process of professional formation.