Contexto de produção e o estabelecimento da coerência na escrita de histórias por crianças

Abstract

ResumoO presente artigo examina a influência da escolaridade e do contexto de produção textual na escrita de histórias por crianças das primeiras séries do Ensino Fundamental. Na primeira condição, as crianças produziram uma história inventada por elas. Na segunda, as crianças foram orientadas a reproduzirem por escrito um conto clássico infantil. As histórias foram classificadas segundo níveis distintos e crescentes de complexidade narrativa e de coerência. A escolaridade e as condições de produção influenciaram o estabelecimento da coerência textual, sendo que o efeito do contexto de produção sobre a escrita de história não foi o mesmo para todas as crianças. A sensibilidade ao contexto de produção estaria relacionada ao grau de domínio de um esquema narrativo de histórias apresentado pela criança. Palavras-chave: Linguagem Escrita; Narrativas; Estrutura do Texto. AbstractThis study examines the influence of schooling and the context of textual production on stories written by 1 st and 2 nd graders. In the first condition, children were asked to write original stories. In the second condition, they were asked to reproduce in writing a classical tale for children. The stories were classified according to the complexity and coherence of the narrative. Results indicate that schooling and condition of text production influenced the establishment of textual coherence. However, the effect of the contexts of textual production on children's writing was not the same for all children. Sensitivity to the contexts of text production seemed to have been related to children's awareness of narrative schema.

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

“…It also justifies the difference in performance of 4 th graders with a higher number of errors in words than the students from other grades, regardless of the school system (7,9,11,18,20). 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).…”

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

“…If one of these skills is impaired, the child will have difficulties with the spatial orientation of the text on the sheet (lack of margin conservation and writing in a desceding or ascending manner -"crooked line"), with general disorganization children 10,18 , others investigated in which situation a text of better quality was produced (with visual support, with story telling, with a free theme and others) 7,8,9,12,18 and others only investigated children with no school difficulties 8,10,29 in order to better understand the development of this skill.…”

“…Visual support (the use of stimulus figures in order to elicit the narrative) is a strategy used for the production of written narrative texts since it facilitates the production of more coherent texts by children [6][7][8][9] .…”

“…Few studies have used the elaboration of written narratives as a tool for assessment, and when they do, they only focus on the question of textual coherence [6][7][8]10 ; or on spelling 10,11 or which condition (free theme, retelling of stories or others) leads to better text production 6,7,9,12 .…”

Discurso oral e escrito de escolares do ensino fundamental

“…A longer period of exposure to formal teaching of reading and writing favors the process of construction of meaning in situations of production 13,17 . It is necessary that the child reaches a level of linguistic development in which he or she is able to write coherent stories in any circumstance 18 . The learning of reading and writing allows the child a longer contact with the texts, mainly narratives, found in child/youth literature.…”