A escrita no ensino superior: uma análise desenvolvida com alunos do quinto ano do curso de Direito
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Data
2017-08-15
Autores
Germani, Michelle Mariana [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Dificuldades e problemas de escrita não são novidades. Todavia, grande é a preocupação por terem atingido as graduações. Assim, a pesquisa em questão tem como objetivo geral refletir sobre a escrita no Ensino Superior, e como objetivos específicos: analisar os textos produzidos por alunos concluintes de cursos de Direito de duas universidades, à luz dos critérios de correção de textos estabelecidos por Costa Val et al. (2009); apresentar o perfil do egresso previsto no Projeto Político-Pedagógico dos cursos, com ênfase na análise dos dispositivos que versam sobre a competência escritora; conhecer o perfil de leitura e de escrita do aluno por meio da elaboração e aplicação de questionário; correlacionar os problemas encontrados nas produções textuais com o perfil de leitura e escrita apresentado por meio dos questionários; identificar quais são os aspectos teórico-metodológicos que poderiam estar presentes nas disciplinas que enfocam a Língua Portuguesa, a partir das principais problemas diagnosticados na análise das produções textuais; e apresentar ações e práticas pedagógicas que os alunos e a pesquisadora consideram relevantes para aperfeiçoarem a escrita de textos a partir das respostas obtidas nos questionários. Para tanto, elegemos o curso de Direito como orientação de nosso percurso de análise, pois a prática tem revelado uma triste realidade sobre os profissionais recém-formados deste curso e alertado educadores para um grave problema: o despreparo do egresso para o exercício jurídico, em especial no que tange à competência escritora. Confirmado pela alta taxa de reprovação nos exames da Ordem dos Advogados do Brasil, inúmeros fatores colaboram para o agravamento desse cenário. Entre eles, podemos citar o surgimento desenfreado de faculdades de Direito e a queda do nível do Ensino Médio. São questões norteadoras desta pesquisa: o que revelam os textos produzidos pelos graduandos do curso de Direito? Quais as práticas das instituições investigadas para aprimorar a escrita dos alunos? As abordagens teóricas que amparam as reflexões ressaltam a importância de que os textos sejam analisados para além da dimensão gramatical, e discutem os desafios da escrita. As análises das produções textuais tomam por base a dimensão discursiva, a dimensão semântica e a dimensão gramatical apresentadas por Costa Val et al. (2009). A pesquisa se desenvolve em duas instituições de Ensino Superior, uma pública e outra privada, no interior do Estado de São Paulo, no curso de Direito, tendo como escopo a análise de produções textuais de alunos do 5º ano. A análise é de base qualitativa, com enfoque descritivo-analítico, utilizando-se como instrumentos de coleta de dados: questionários, produções textuais e o Plano de Ensino de disciplina que enfoque a Língua Portuguesa inserido no Projeto Político-Pedagógico das instituições. Os resultados apontam para problemas de escrita nas três dimensões elencadas como parâmetros para as análises (discursiva, semântica e gramatical) em maior proporção na Instituição de Ensino Superior Privada, sendo bastante preocupante a defasagem na dimensão discursiva ante à falta de consistência argumentativa dos alunos que ficam no lugar-comum ao redigir. Também, esta problemática nos remete à formação deficiente nos níveis de ensino precedentes quanto ao sujeito discursivo.
Difficulties and writing problems are not new. However, great is the concern that they have reached the universities. So, the research in question has as main objective to reflect on writing in higher education and as specific objectives: to analyze the texts produced by graduating students of law courses at two universities, according to the correction's criteria of texts established by Costa Val et al. (2009);to present the profile of egress expected at the political-pedagogical project of the courses, with emphasis on analysis of devices that deal with the writer competence; to know the profile of reading and writing of the student through the development and application of questionnaire; to relate the problems found in the textual productions with the profile of reading and writing presented through questionnaires; to identify what are the theoretical and methodological aspects that could be present in the disciplines that focus on Portuguese, from the main problems identified in the analysis of textual productions; and to present actions and pedagogical practices that the students and the researcher consider relevant to perfecting the writing of texts based on the replies obtained from the questionnaires. Therefore, we have chosen the juridical course to guide our analysis, because the practice has revealed a sad reality about the recent college graduates of this course and alerted educators to a serious problem: the lack of preparation of graduates for the juridical exercise, particularly regarding the competence writer. Confirmed by the high failure rate in the Order's Exams of Lawyers of Brazil, several factors contribute to the worsening of this scenario. Among them, we can mention the rampant rise of faculties of Law and the high school level fall. These are guiding questions of this research: what reveal the texts produced by the course of law's graduates? What are the practices of the institutions investigated to improve students' writing? The theoretical approaches that support the reflections emphasize the importance of the texts be analyzed beyond the grammatical dimension, and discuss the challenges of writing. The analysis of textual production are based on the discursive dimension, the semantic dimension and the grammatical dimension presented by Costa Val et al. (2009). The research develops in two higher education institutions, one public and one private, in the state of São Paulo, in the course of law, with the scope of the analysis of textual productions of students of the 5th year. The analysis is from qualitative basis, with descriptive and analytical approach, using as data collection instruments: questionnaires, textual production and the discipline’s Teaching Plan that focuses on Portuguese entered the Political-Pedagogical Project of the institutions. The results indicate writing problems in three dimensions listed as parameters for analysis (discursive, semantics and grammar), in a higher proportion in the Institution of Private Higher Education, and it’s quite worrying the gap in the discursive dimension at the lack of argumentative consistency of students staying in the commonplace to write. Also, this problematic refers us to the deficient formation in the previous levels of education as to the discursive subject.
Difficulties and writing problems are not new. However, great is the concern that they have reached the universities. So, the research in question has as main objective to reflect on writing in higher education and as specific objectives: to analyze the texts produced by graduating students of law courses at two universities, according to the correction's criteria of texts established by Costa Val et al. (2009);to present the profile of egress expected at the political-pedagogical project of the courses, with emphasis on analysis of devices that deal with the writer competence; to know the profile of reading and writing of the student through the development and application of questionnaire; to relate the problems found in the textual productions with the profile of reading and writing presented through questionnaires; to identify what are the theoretical and methodological aspects that could be present in the disciplines that focus on Portuguese, from the main problems identified in the analysis of textual productions; and to present actions and pedagogical practices that the students and the researcher consider relevant to perfecting the writing of texts based on the replies obtained from the questionnaires. Therefore, we have chosen the juridical course to guide our analysis, because the practice has revealed a sad reality about the recent college graduates of this course and alerted educators to a serious problem: the lack of preparation of graduates for the juridical exercise, particularly regarding the competence writer. Confirmed by the high failure rate in the Order's Exams of Lawyers of Brazil, several factors contribute to the worsening of this scenario. Among them, we can mention the rampant rise of faculties of Law and the high school level fall. These are guiding questions of this research: what reveal the texts produced by the course of law's graduates? What are the practices of the institutions investigated to improve students' writing? The theoretical approaches that support the reflections emphasize the importance of the texts be analyzed beyond the grammatical dimension, and discuss the challenges of writing. The analysis of textual production are based on the discursive dimension, the semantic dimension and the grammatical dimension presented by Costa Val et al. (2009). The research develops in two higher education institutions, one public and one private, in the state of São Paulo, in the course of law, with the scope of the analysis of textual productions of students of the 5th year. The analysis is from qualitative basis, with descriptive and analytical approach, using as data collection instruments: questionnaires, textual production and the discipline’s Teaching Plan that focuses on Portuguese entered the Political-Pedagogical Project of the institutions. The results indicate writing problems in three dimensions listed as parameters for analysis (discursive, semantics and grammar), in a higher proportion in the Institution of Private Higher Education, and it’s quite worrying the gap in the discursive dimension at the lack of argumentative consistency of students staying in the commonplace to write. Also, this problematic refers us to the deficient formation in the previous levels of education as to the discursive subject.
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Palavras-chave
Escrita no Ensino Superior, Produção de texto, Avaliação de textos, Writing in higher education, Production of text, Texts evaluation