Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v12i2.17457 |
Resumo: | This article aims to identify evidence on how the teacher teaching conception impacts student learning, especially with regard to work with skills assessed in ENEM, an important student writing assessment exam at the end of Brazilian basic education. For this purpose, we analyze the documents of the precedent environment of the teaching practice and the written production of students from a 3rd year High School class at a state school in Florianópolis (Santa Catarina/ Brazil). The texts were analyzed based on a chart designed specifically for this purpose, based on Dolz, Gagnon and Decândio (2010). The results suggest approximations and distances among the different prescriptions analyzed, particularly in relation to the comprehension of writing, causing a retroactive effect on the teaching writing. This effect reverberates in the production of students. We understand that the teaching writing based on real language use situations, as proposed in the official documents for Brazilian high school, would enable the graduating students of basic education to take the floor to respond to the request for exams that require this knowledge without need to be “trained” specifically for this, practice still existing in our educational context. |
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Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM testEvidências do ensino da escrita em textos de alunos do ensino médio: um olhar para o(s) impacto(s) do agir docente no trabalho com redação para a prova do ENEMThis article aims to identify evidence on how the teacher teaching conception impacts student learning, especially with regard to work with skills assessed in ENEM, an important student writing assessment exam at the end of Brazilian basic education. For this purpose, we analyze the documents of the precedent environment of the teaching practice and the written production of students from a 3rd year High School class at a state school in Florianópolis (Santa Catarina/ Brazil). The texts were analyzed based on a chart designed specifically for this purpose, based on Dolz, Gagnon and Decândio (2010). The results suggest approximations and distances among the different prescriptions analyzed, particularly in relation to the comprehension of writing, causing a retroactive effect on the teaching writing. This effect reverberates in the production of students. We understand that the teaching writing based on real language use situations, as proposed in the official documents for Brazilian high school, would enable the graduating students of basic education to take the floor to respond to the request for exams that require this knowledge without need to be “trained” specifically for this, practice still existing in our educational context.Cet article vise à identifier les preuves de l’impact de la conception de l’enseignant sur l’apprentissage des élèves, en particulier en ce qui concerne le travail avec les compétences évaluées à l’ENEM, un examen important de l’évaluation écrite des élèves à la fin de l’éducation brésilienne. Pour cela, nous analysons les documents de l’environnement précédent de l’acte pédagogique et la production écrite des élèves d’une classe de 3e année du lycée d’un système scolaire public de la région de Florianópolis (Santa Catarina / Brésil). Les textes ont été analysés selon la grille de critères élaborée, basée sur Dolz, Gagnon et Decândio (2010), spécifiquement à cet effet. Les résultats suggèrent des approximations et des distances entre les différentes prescriptions analysées, notamment par rapport à la compréhension de l’écriture, provoquant un effet rétroactif sur l’enseignement de l’écriture. Cet effet se répercute sur la production étudiante. Nous comprenons que l’enseignement de l’écriture basé sur des situations réelles d’utilisation des langues, tel que proposé dans les documents officiels du lycée brésilien, permettrait aux élèves de l’enseignement de base de prendre la parole pour répondre à la demande d’examens qui nécessitent cette connaissance sans avoir besoin d’être «formé» spécifiquement pour cela, une pratique qui existe encore dans notre contexte éducatif.Neste artigo, objetiva-se identificar evidências sobre como a concepção de ensino do professor impacta na(s) aprendizagem(ns) discentes, especialmente no que concerne ao trabalho com competências avaliadas no ENEM, importante exame de avaliação da escrita de estudantes no final da escolaridade básica brasileira. Para tanto, analisam-se os documentos do entorno precedente do agir docente e a produção escrita de alunos de uma turma de 3.º ano do Ensino Médio de uma escola da rede estadual de ensino da região de Florianópolis (Santa Catarina/Brasil). Os textos foram analisados segundo grade de critérios elaborada, com base em Dolz, Gagnon e Decândio (2010), especificamente para este fim. Os resultados sugerem aproximações e distanciamentos entre as diferentes prescrições analisadas, particularmente em relação à compreensão da escrita, provocando um efeito retroativo no ensino da escrita. Esse efeito reverbera na produção dos alunos. Entendemos que o ensino da escrita com base em situações reais de uso da língua, tal como proposto nos documentos oficiais para o ensino médio brasileiro, possibilitaria aos concluintes da educação básica assumirem a palavra para responder à solicitação de exames que requerem esse conhecimento, sem a necessidade de serem “treinados” especificamente para tal, prática ainda existente em nosso contexto educacional.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2020-06-09T00:00:00Zjournal articlejournal articlejournal articlejournal articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.34624/id.v12i2.17457oai:proa.ua.pt:article/17457Indagatio Didactica; Vol 12 No 2 (2020); 109-126Indagatio Didactica; Vol. 12 Núm. 2 (2020); 109-126Indagatio Didactica; Vol. 12 No 2 (2020); 109-126Indagatio Didactica; vol. 12 n.º 2 (2020); 109-1261647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/17457https://doi.org/10.34624/id.v12i2.17457https://proa.ua.pt/index.php/id/article/view/17457/12462Hentz, Maria Izabel de BortoliGuimarães, Ana Maria de MattosCarnin, Andersoninfo:eu-repo/semantics/openAccess2022-09-05T15:17:28ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test Evidências do ensino da escrita em textos de alunos do ensino médio: um olhar para o(s) impacto(s) do agir docente no trabalho com redação para a prova do ENEM |
title |
Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test |
spellingShingle |
Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test Hentz, Maria Izabel de Bortoli |
title_short |
Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test |
title_full |
Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test |
title_fullStr |
Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test |
title_full_unstemmed |
Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test |
title_sort |
Evidences of teaching writing in high school students texts: an overview about the impact(s) of teaching on work with essay for ENEM test |
author |
Hentz, Maria Izabel de Bortoli |
author_facet |
Hentz, Maria Izabel de Bortoli Guimarães, Ana Maria de Mattos Carnin, Anderson |
author_role |
author |
author2 |
Guimarães, Ana Maria de Mattos Carnin, Anderson |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Hentz, Maria Izabel de Bortoli Guimarães, Ana Maria de Mattos Carnin, Anderson |
description |
This article aims to identify evidence on how the teacher teaching conception impacts student learning, especially with regard to work with skills assessed in ENEM, an important student writing assessment exam at the end of Brazilian basic education. For this purpose, we analyze the documents of the precedent environment of the teaching practice and the written production of students from a 3rd year High School class at a state school in Florianópolis (Santa Catarina/ Brazil). The texts were analyzed based on a chart designed specifically for this purpose, based on Dolz, Gagnon and Decândio (2010). The results suggest approximations and distances among the different prescriptions analyzed, particularly in relation to the comprehension of writing, causing a retroactive effect on the teaching writing. This effect reverberates in the production of students. We understand that the teaching writing based on real language use situations, as proposed in the official documents for Brazilian high school, would enable the graduating students of basic education to take the floor to respond to the request for exams that require this knowledge without need to be “trained” specifically for this, practice still existing in our educational context. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-09T00:00:00Z |
dc.type.driver.fl_str_mv |
journal article journal article journal article journal article info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v12i2.17457 oai:proa.ua.pt:article/17457 |
url |
https://doi.org/10.34624/id.v12i2.17457 |
identifier_str_mv |
oai:proa.ua.pt:article/17457 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/17457 https://doi.org/10.34624/id.v12i2.17457 https://proa.ua.pt/index.php/id/article/view/17457/12462 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 12 No 2 (2020); 109-126 Indagatio Didactica; Vol. 12 Núm. 2 (2020); 109-126 Indagatio Didactica; Vol. 12 No 2 (2020); 109-126 Indagatio Didactica; vol. 12 n.º 2 (2020); 109-126 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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1777301261403553792 |