Análise do perfil da escrita de um grupo de alunos do 3º e 5º ano dos anos iniciais do Ensino Fundamental
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Data
2021-11-24
Autores
Manfroni, Ana Carolina
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Universidade Estadual Paulista (Unesp)
Resumo
No Brasil, cada vez mais pesquisas científicas e índices nacionais e internacionais evidenciam dados alarmantes sobre a apropriação da escrita por parte dos estudantes. Referente ao poder governamental, historicamente, uma das medidas tomadas para reverter essa realidade, bem como diminuir a desigualdade educacional, diz respeito à elaboração de referenciais curriculares, com o objetivo de promover uma formação comum. Atualmente, o documento em vigor é a Base Nacional Comum Curricular (BNCC), que descreve as aprendizagens mínimas esperadas para cada ano da Educação Básica, isto é, desde a Educação Infantil até o Ensino Médio. Entretanto, resultados das últimas avaliações da Avaliação Nacional de Rendimento Escolar (ANRESC) mostraram que ainda há muito a ser feito, visto que a maioria dos estudantes finaliza a Educação Básica apresentando desempenho insuficiente em Língua Portuguesa. Desse modo, esta pesquisa, de natureza quanti qualitativa exploratória, analisou o perfil da escrita de alunos do 3º e 5º ano do Ensino Fundamental, entendendo-se por perfil da escrita aspectos relacionados à ortografia, consciência sintática e produção textual. Participaram do estudo 54 estudantes do 3º e 5º ano de uma escola pública de um município no interior do estado de São Paulo. Como instrumentos para coleta de dados, foram utilizados um ditado de frases, uma atividade de consciência sintática e uma produção textual, em que as crianças tiveram que escrever uma continuação para uma história pré-determinada. Os resultados indicam que não houve diferença estatisticamente significativa entre os anos escolares, bem como entre o sexo dos estudantes, considerando o total de erros e a pontuação obtida nos três instrumentos utilizados. Entretanto constatou-se que os conhecimentos acerca da escrita apresentados pelos alunos estão aquém do esperado para o ano escolar cursado. Entende-se que tal dado é preocupante, pois, embora as etapas apresentem uma diferença de dois anos entre si, houve poucos avanços acerca dos conhecimentos da escrita por parte dos estudantes. Desta forma, faz-se necessário refletir sobre novas estratégias de ensino da língua portuguesa, que sejam pautadas em um ensino sistematizado e voltadas à reflexão da língua escrita, de forma que os alunos consigam se apropriar plenamente de tal habilidade.
In Brazil, more and more scientific researches and national and international indexes highlight alarming data about the appropriation of writing by the students. As it pertains to the government power, historically speaking, one of the measures taken to revert this reality, as well as the decrease in educational inequality, concerns the elaboration of curricular references, with the goal to promote a common formation. Currently, the document in force is the Curricular Common National Base (BNCC), which describes the minimum expected learnings for each year of basic education, that is, from child education to high school. However, data from the latest National Assessment of School Achievement (ANRESC) evaluations have shown that there is still a lot to be done, as most students finish basic education displaying sufficient performance in Portuguese Language. Thus, this research, of quanti-qualitative exploratory nature, seeks to analyze the profile of the writing of 3rd and 5th grade students from Elementary School, understanding by profile of the writing aspects related to spelling, synthetic awareness, and textual production. 54 students from the 3rd and 5th Years of a public school from the countryside of São Paulo took part in this study. As instruments for data collection, dictation of sentences, synthetic awareness activities and textual production were used, in which the children had to give continuity to a predetermined story. The results indicate that there was no statistically significant diferences between the school years, much like between the gender of the students, considering the total of mistakes and the score obtained in the three used instruments. However, it was noted that the knowledge regarding writing displayed by the students is below what is expected for the attended school year. It is understood that such data is worrysome, as although the stages display a difference of two years between them, there were few advances regarding the writing knowledge on the part of the students. Thus, it is necessary to reflect about the new strategies of the teaching of Portuguese language, that are guided through a teaching that is both systematized and driven by the reflection of the written language, in a way that the students are able to fully appropriate of this skill.
In Brazil, more and more scientific researches and national and international indexes highlight alarming data about the appropriation of writing by the students. As it pertains to the government power, historically speaking, one of the measures taken to revert this reality, as well as the decrease in educational inequality, concerns the elaboration of curricular references, with the goal to promote a common formation. Currently, the document in force is the Curricular Common National Base (BNCC), which describes the minimum expected learnings for each year of basic education, that is, from child education to high school. However, data from the latest National Assessment of School Achievement (ANRESC) evaluations have shown that there is still a lot to be done, as most students finish basic education displaying sufficient performance in Portuguese Language. Thus, this research, of quanti-qualitative exploratory nature, seeks to analyze the profile of the writing of 3rd and 5th grade students from Elementary School, understanding by profile of the writing aspects related to spelling, synthetic awareness, and textual production. 54 students from the 3rd and 5th Years of a public school from the countryside of São Paulo took part in this study. As instruments for data collection, dictation of sentences, synthetic awareness activities and textual production were used, in which the children had to give continuity to a predetermined story. The results indicate that there was no statistically significant diferences between the school years, much like between the gender of the students, considering the total of mistakes and the score obtained in the three used instruments. However, it was noted that the knowledge regarding writing displayed by the students is below what is expected for the attended school year. It is understood that such data is worrysome, as although the stages display a difference of two years between them, there were few advances regarding the writing knowledge on the part of the students. Thus, it is necessary to reflect about the new strategies of the teaching of Portuguese language, that are guided through a teaching that is both systematized and driven by the reflection of the written language, in a way that the students are able to fully appropriate of this skill.
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Palavras-chave
Escrita, Ortografia, Consciência sintática, Produção textual, Desempenho, Ensino Fundamental, Writing, Orthography, Synthetic Awareness, Textual production, Performance, Elementary School