Construção e avaliação do impacto de um programa de ensino metatextual para desenvolver a narrativa escrita de estudantes com deficiência intelectual
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Data
2020-06-22
Autores
Zaboroski-Oleinik, Ana Paula [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa teve como objetivo construir e verificar a eficácia de um programa de ensino metatextual, implementado pelas professoras do Atendimento Educacional Especializado (AEE), para a elaboração de narrativas pessoais escritas pelos estudantes com deficiência intelectual. Para respondê-lo, três estudos foram delineados. O Estudo I identificou as estratégias e os recursos pedagógicos utilizados para ensinar, aos estudantes, a referida produção escrita. Participaram duas professoras do AEE e cinco professores da sala de aula comum. Configurou-se como uma pesquisa qualitativa-descritiva, de natureza observacional, por meio de entrevista e observação da prática. A análise dos dados utilizou, como apoio, o software Atlas.ti e, a partir da análise de conteúdo categorial, emergiram dois temas: a) recursos pedagógicos e estratégias para ensinar a produção escrita e, b) recursos pedagógicos e estratégias para ensinar os elementos da narrativa. O Estudo II construiu um programa de ensino metatextual e realizou formação, para as duas professoras do AEE, sobre a aplicação deste programa com os estudantes. Caracterizou-se como uma intervenção não experimental com as docentes, configurando-se em formação teórica e prática baseada na pesquisa reflexiva. A formação foi organizada em quatro encontros de estudo. No primeiro e segundo encontros, foram discutidos dois textos acerca da consciência metatextual, voltada aos aspectos macrolinguísticos da estrutura e organização do tipo textual narrativo, e as estratégias e os recursos usados, pelas professoras, no procedimento de ensino da narrativa. No terceiro e quarto encontros, a pesquisadora apresentou a sequência didática do programa de ensino metatextual e as orientou sobre a implementação com os estudantes que têm deficiência intelectual. A análise da formação foi realizada, no decorrer dos encontros, e considerou a compreensão das professoras sobre o conceito da consciência metatextual do tipo textual narrativo e dos procedimentos de ensino da habilidade-alvo em cada fase do programa metatextual. O Estudo III avaliou o impacto desse programa de ensino metatextual na elaboração de narrativas pessoais escritas pelos estudantes com deficiência intelectual. Participaram as duas professoras do AEE e cinco estudantes com deficiência intelectual. A abordagem metodológica foi o delineamento experimental linha de base múltipla intrassujeitos, associado ao critério móvel. Tanto a linha de base quanto a condição experimental foram aplicadas pelas docentes do AEE. A condição experimental foi constituída por 12 fases. A análise considerou a presença dos elementos da narrativa, sequência e articulação das informações entre os elementos da história. Também foi realizada a classificação da narrativa escrita em Categorias de 1 a 8. Concluiu-se que, foi possível construir um programa de ensino, com estratégias metatextuais, para a elaboração de narrativas pessoais escritas pelos estudantes com deficiência intelectual. A introdução das fases desse programa, de maneira gradual, permitiu avaliar, criteriosamente, os efeitos dos procedimentos de ensino empregados pelo programa sobre a produção dessas narrativas. O programa metatextual favoreceu a elaboração de narrativas pessoais escritas por esses discentes, de modo que as produções escritas evoluíram de texto descritivo para histórias pessoais, com estrutura e organização dos elementos da narrativa, sendo consideradas histórias completas.
The research aimed to build and verify the effectiveness of a metatextual teaching program, implemented by Atendimento Educacional Especializado (AEE - Specialized Educational Service) teachers, for the elaboration of personal written narratives by students with intellectual disabilities. In order to answer it, three studies were designed. Study I identified the strategies and pedagogical resources used to teach students the aforementioned written production. Two AEE teachers and five ordinary-classroom teachers participated in it. It was configured as a qualitative-descriptive study, of observational nature, through interviews and the observation of the practice. The data analysis used the Atlas.ti software as support and, from the analysis of the categorical content, two themes emerged: a) pedagogical resources and strategies to teach written production and, b) pedagogical resources and strategies to teach the elements of the narrative text. Study II built a metatextual teaching program and provided training for two AEE teachers, about the appliance of this program with students. It was characterized as a non-experimental intervention with the teachers, composed by theoretical and practical training, based on reflective research. The training was organized in four study meetings. In the first and second meetings, it was carried out a debate about two texts regarding metatextual awareness, directed to the macrolinguistic aspects of the structure and organization of the narrative genre, and the strategies and resources used by the teachers in the narrative teaching procedure. In the third and fourth meetings, the researcher presented the didactic sequence of the metatextual teaching program and guided them on the implementation with students with intellectual disabilities. The training analysis was carried out during the meetings. It considered the teachers' comprehension of the metatextual awareness of the narrative genre and the teaching procedures of the target skill in each phase of the metatextual program. Study III assessed the impact of this metatextual teaching program on the development of personal narratives written by students with intellectual disabilities. Two AEE teachers and five students with intellectual disabilities took part in it. The methodological approach was the multiple intrasubject experimental baseline design, associated with the mobile criterion. The AEE teachers applied both the baseline and the experimental condition. The experimental condition consisted of 12 phases. The analysis considered the presence of the elements of the narrative text, sequence and articulation of information amid the elements of the story. It was also performed the classification of the written narrative into Categories from 1 to 8. It was concluded that it was possible to build a teaching program, with metatextual strategies, for the elaboration of personal narratives written by students with intellectual disabilities. The introduction of the phases of this program, in a gradual way, allowed us to carefully evaluate the effects of the teaching procedures applied by the program on the production of these narratives. The metatextual program favored the development of personal narratives written by these students, in such a way that the written productions evolved from descriptive text to personal stories, with structure and organization of the narrative elements, being considered complete stories.
The research aimed to build and verify the effectiveness of a metatextual teaching program, implemented by Atendimento Educacional Especializado (AEE - Specialized Educational Service) teachers, for the elaboration of personal written narratives by students with intellectual disabilities. In order to answer it, three studies were designed. Study I identified the strategies and pedagogical resources used to teach students the aforementioned written production. Two AEE teachers and five ordinary-classroom teachers participated in it. It was configured as a qualitative-descriptive study, of observational nature, through interviews and the observation of the practice. The data analysis used the Atlas.ti software as support and, from the analysis of the categorical content, two themes emerged: a) pedagogical resources and strategies to teach written production and, b) pedagogical resources and strategies to teach the elements of the narrative text. Study II built a metatextual teaching program and provided training for two AEE teachers, about the appliance of this program with students. It was characterized as a non-experimental intervention with the teachers, composed by theoretical and practical training, based on reflective research. The training was organized in four study meetings. In the first and second meetings, it was carried out a debate about two texts regarding metatextual awareness, directed to the macrolinguistic aspects of the structure and organization of the narrative genre, and the strategies and resources used by the teachers in the narrative teaching procedure. In the third and fourth meetings, the researcher presented the didactic sequence of the metatextual teaching program and guided them on the implementation with students with intellectual disabilities. The training analysis was carried out during the meetings. It considered the teachers' comprehension of the metatextual awareness of the narrative genre and the teaching procedures of the target skill in each phase of the metatextual program. Study III assessed the impact of this metatextual teaching program on the development of personal narratives written by students with intellectual disabilities. Two AEE teachers and five students with intellectual disabilities took part in it. The methodological approach was the multiple intrasubject experimental baseline design, associated with the mobile criterion. The AEE teachers applied both the baseline and the experimental condition. The experimental condition consisted of 12 phases. The analysis considered the presence of the elements of the narrative text, sequence and articulation of information amid the elements of the story. It was also performed the classification of the written narrative into Categories from 1 to 8. It was concluded that it was possible to build a teaching program, with metatextual strategies, for the elaboration of personal narratives written by students with intellectual disabilities. The introduction of the phases of this program, in a gradual way, allowed us to carefully evaluate the effects of the teaching procedures applied by the program on the production of these narratives. The metatextual program favored the development of personal narratives written by these students, in such a way that the written productions evolved from descriptive text to personal stories, with structure and organization of the narrative elements, being considered complete stories.
Descrição
Palavras-chave
Deficiência intelectual, Prática pedagógica, Meios de ensino, Aprendizagem da escrita, Prática de ensino, Tecnologia educacional, Escritos de crianças, Intellectual disability, Pedagogical practice, Teaching means, Writing apprenticeship, Teaching practice, Educational technology, Children's writings