Elaboração e aplicação de um protocolo de avaliação da produção textual para escolares do ensino fundamental I
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Data
2017-02-22
Autores
Sampaio, Maria Nobre [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Escrever um texto é uma atividade complexa que envolve vários processos cognitivos, desde o planejamento até à execução, para torná-lo adequado a uma determinada situação comunicativa. No contexto educacional, a preocupação com o ensino e a aprendizagem formal da escrita ganha destaque por partes dos educadores e outros profissionais da área devido à sua complexidade no ensino e alto número de escolares com dificuldades relacionadas à produção textual. A pesquisa apresentou-se na forma de dois estudos. O Estudo 1 teve como objetivo elaborar um instrumento de avaliação da produção de texto narrativo (PROAPTEN) para escolares do ensino fundamental I. Foi realizado um levantamento de estudos sobre avaliação para que, com base neles, fossem selecionadas as tarefas que fariam parte do procedimento. Em seguida, foi realizado um estudo piloto visando identificar as modificações necessárias para a versão final. O Estudo 2 teve como objetivo caracterizar e comparar o desempenho dos escolares do 3º ao 5º ano do ensino fundamental I em produção textual de texto narrativo, bem como verificar a relação entre a estrutura narrativa com vocabulário, consciência sintática e leitura dos escolares. Participaram desta etapa 156 escolares do 3º ao 5º ano do ensino fundamental público, de ambos os gêneros, na faixa etária de oito a 12 anos de idade, sendo distribuídos nos seguintes grupos: GI 52 escolares do 3º ano, GII 52 escolares do 4º ano e GIII 52 escolares do 5º ano. Todos os escolares foram solicitados a produzir um texto narrativo a partir de um tema previamente estabelecido. As produções textuais foram analisadas com relação á estrutura narrativa, mecanismos de junção e ortografia. Os escolares também foram submetidos à aplicação individual do Teste de vocabulário por figuras – TVfusp; Prova de consciência sintática – PCS; e ao Protocolo de avaliação da compreensão de texto – PROCOMLE. Os resultados analisados estatisticamente evidenciaram que os juízes apresentaram concordância de moderada a boa com relação ao grau de narrativização das produções textuais. Com relação aos mecanismos de junção e ortografia, os resultados, em geral, indicaram que os escolares deste estudo apresentaram melhores desempenhos com o avançar da escolarização. Já com relação aos demais procedimentos aplicados, não houve correlação estatisticamente significante em relação ao grau de narrativização. Os resultados apontam que o instrumento elaborado pode ser eficaz para avaliar e caracterizar a produção textual dos escolares deste estudo indicando que o mesmo poderia vir a ser um instrumento de auxílio tanto para professores quanto para profissionais clínicos que atuem na área da educação.
Writing a text is a complex activity that involves several cognitive processes, since the planning until the execution to make it become appropriate to a specific communicative situation. In the educational context, the concern with the teaching and formal learning of the writing is highlighted by part of the educators and other professionals from the field, due to its complexity in teaching and high number of students with difficulties related to textual production. The main objective of the research was to elaborate an evaluation instrument of the text production of narrative text (PROAPTEN) for students in elementary school and, therefore presented in the form of two studies. The number 1 Study had as an objective the elaboration of evaluation instrument. A survey was carried out on studies about evaluation, in order to select the tasks that would be part of the procedure. Next, a pilot study was carried out to identify the modifications required for the final version. The Study 2 aimed to characterize and compare the performance of students in grades 3 to 5 of elementary school I in textual production of narrative text, as well as how to check the relation between the narrative structure with vocabulary, syntactic awareness and reading of the students participating in this research. Participated in this stage 156 students from the 3rd to the 5th year of public elementary school, from both genders, with the age of 8 to 12 years old, being distributed in the following groups: GI 52 students of the 3º year, GII 52 students of the 4º year and GIII 52 students of the 5º year. All students were asked to produce a narrative text from a previously established theme. The text productions were analysed with relation to the narrative structure, junction mechanisms and orthography. The students were also submitted to the individual application of the Vocabulary Test by figures – TVfusp; Proof of Syntactic Awareness – PCS; and to the Text Comprehension Evaluation Protocol – PROCOMLE. The results statistically analysed evidenced that the judges presented moderated to good concordance in relation to the degree of narrativization of the text productions. With regard to the junction mechanisms and orthography, the results, in general, indicated that the students of this study presented better performances with the advancement of schooling. In regard to the other procedures applied, there was no statistically meaninful co-relation in regard to the narrativization degree. The results show that the elaborated instrument can be effective to evaluate and characterize the text production of the students of this study, indicating that the same can be an aid instrument for both teachers and clinical professionals working in the area of education.
Writing a text is a complex activity that involves several cognitive processes, since the planning until the execution to make it become appropriate to a specific communicative situation. In the educational context, the concern with the teaching and formal learning of the writing is highlighted by part of the educators and other professionals from the field, due to its complexity in teaching and high number of students with difficulties related to textual production. The main objective of the research was to elaborate an evaluation instrument of the text production of narrative text (PROAPTEN) for students in elementary school and, therefore presented in the form of two studies. The number 1 Study had as an objective the elaboration of evaluation instrument. A survey was carried out on studies about evaluation, in order to select the tasks that would be part of the procedure. Next, a pilot study was carried out to identify the modifications required for the final version. The Study 2 aimed to characterize and compare the performance of students in grades 3 to 5 of elementary school I in textual production of narrative text, as well as how to check the relation between the narrative structure with vocabulary, syntactic awareness and reading of the students participating in this research. Participated in this stage 156 students from the 3rd to the 5th year of public elementary school, from both genders, with the age of 8 to 12 years old, being distributed in the following groups: GI 52 students of the 3º year, GII 52 students of the 4º year and GIII 52 students of the 5º year. All students were asked to produce a narrative text from a previously established theme. The text productions were analysed with relation to the narrative structure, junction mechanisms and orthography. The students were also submitted to the individual application of the Vocabulary Test by figures – TVfusp; Proof of Syntactic Awareness – PCS; and to the Text Comprehension Evaluation Protocol – PROCOMLE. The results statistically analysed evidenced that the judges presented moderated to good concordance in relation to the degree of narrativization of the text productions. With regard to the junction mechanisms and orthography, the results, in general, indicated that the students of this study presented better performances with the advancement of schooling. In regard to the other procedures applied, there was no statistically meaninful co-relation in regard to the narrativization degree. The results show that the elaborated instrument can be effective to evaluate and characterize the text production of the students of this study, indicating that the same can be an aid instrument for both teachers and clinical professionals working in the area of education.
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Palavras-chave
Aprendizagem, Escrita manual, Avaliação, Produção de texto, Texto narrativo, Protocolo, Ensino fundamental