As estratégias de aprendizagem e a produção de textos narrativos

Abstract

ResumoO objetivo da presente pesquisa foi avaliar a eficácia de uma intervenção em estratégias de aprendizagem na melhoria da qualidade da produção de textos de alunos. O estudo baseou-se num delineamento quase-experimental, realizado em 3 etapas: pré-teste, intervenção e pós-teste. A qualidade da produção textual foi avaliada por meio da comparação de dois textos narrativos (pré e pós-teste), quanto aos aspectos estruturais (presença de elementos básicos), ao nível de articulação de idéias (categorias hierárquicas), aos erros ortográficos e à quantidade de linhas escritas. Participaram do estudo 35 alunos da 6ª série de uma escola pública da cidade de Catalão, Goiás, que foram distribuídos aleatoriamente nos grupos experimental (N=18) e controle (N=17). Constatou-se que os alunos do grupo experimental produziram textos, no pós-teste, de melhor qualidade, caracterizados por uma estrutura narrativa adequada, idéias mais bem articuladas e maior quantidade de linhas escritas. Palavras-chave: Estratégias de aprendizagem; Produção de textos; Formação de professores; Narrativas. AbstractThe purpose of this research was to evaluate the efficacy of a learning strategy intervention for the improvement of quality in narrative production. It was based on a quasi-experimental design with three stages: pretest, intervention sessions, and post-test. The quality of text production was examined by comparing two narratives (pre and post-test) in relation to text structure (presence of basic elements), level of idea articulation (hierarchy categories), spelling mistakes and number of written lines. The sample consisted of 35 6 th grade students from a public school in Catalão-GO who were randomly distributed to experimental (N=18) and control group (N=17). The results showed that experimental group students produced better narratives in post-test characterized by adequate structure, good articulation of ideas and more written lines.

Metacognitive interventions in text production and working memory in students with ADHD

“…2. Improvement in written textual articulation after intervention with metacognitive strategies had been previously observed by Costa and Boruchovitch (2009) in a study with Brazilian children with typical development. Although no previous study has been conducted with students with ADHD in Brazil, evidence of improved text quality among students with the disorder after intervention in the SRSD model was found in a study from the USA (Reid et al, 2014).…”

Principais alterações encontradas nas narrativas escritas de crianças com dificuldades em leitura/escrita

“…Thus, the analysis of written narrative should involve both the spelling question and text processing/metatextual consciousness 19 . Despite this dissociation in the assessment of written narratives (spelling and text processing), several studies have stated that there is a correlation between these items, with texts of better quality having fewer spelling mistakes 10 , and that intervention based on story telling or on the teaching of strategies that improve written narratives indirectly help to prevent spelling mistakes 5 . This relationship between spelling performance and text processing was also detected in the present study.…”

“…To elaborate a text, a child must know that each event has a temporal sequence, that the story must contain characters, a place and a time where it occurs, the actions occurring, as well as other aspects 5 . This demonstrates the complexity of the act of elaborating a text.…”

Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações

“…Taken together, these data reaffirm that the school system and educational process influence the orthographic and textual competence of the students, encouraging the production of more cohesive and coherent texts, and influencing the quality of written material produced (24) . Social experiences and interactions that the individual establishes with written texts can also influence and help in multiple manners of representing knowledge (7,9,11,22,(25)(26)(27).…”