O processo de correção colaborativa de textos escritos por alunos da educação básica, com e sem um formulário de orientação

• Main Author: Morais, Lídia Maria dos Santos
• Publication Date: 2023
• Format: Master thesis
• Language: por
• Source: Biblioteca Digital de Teses e Dissertações da UFG
• Download full: http://repositorio.bc.ufg.br/tede/handle/tede/12743
• topic: Interação; Colaboração; Correção com os pares; Textos escritos; Língua inglesa; Interaction; Collaboration; Peer correction; Written texts; English language; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This research arose from the observation of collaborative processes of correction of texts written in English language classes. We aimed to analyze the collaborative correction process, carried out without and with a correction guidance form, as well as to verify the possible contributions of such a form in the context of the English language classroom of the 1st year A class of the Basic Education course of the Technical High School integrated in Systems Development, at the Instituto Federal Goiano de Educação, Ciência e Tecnologia at Campus Iporá (GO), with the voluntary participation of 8 students, as well as the class teacher. The research was developed over 2 months, May and June of 2022, focusing on correction tasks performed with peers. The methodological course of this qualitative research involves a bibliographic review on the subject and the use of class records in a face-to-face environment modality.Besides that, we applied a questionnaire to the research participants, to draw profiles of both the students and the professor who are participants in this study. Interactions between students during the correction process were audio and video recorded. Participants were interviewed about their participation in the process of correcting written texts. The researcher made use of field notes to record important points about the correction process and interaction between the participants as well as a final questionnaire about the use of the correction form. The texts that were written individually (1st version of the text) and those rewritten after correction with the peers (2nd version of the text) were also compared. As a theoretical framework for this research, we used the sociocultural perspective of language education, the theoretical foundations of collaborative learning, as well as studies on peer correction and the role of dialogical correction in learning to write in English. Additionally, we bring to the study the types of intralingual and interlingual errors within a taxonomy of analysis. With this study, it was possible to better understand the process of collaborative correction in the language learning environment, in the context of Basic Education as well as to identify the use of the guidance form for correction as an instrument that mediates the interaction and facilitates the textual review.