A relação de adolescentes com a escrita: potencialidades didáticas de uma oficina sobre a escrita realizada em contexto escolar

• Autor(a) principal: Cardoso, Inês
• Data de Publicação: 2014
• Outros Autores: Pereira, Luísa Álvares
• 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.v6i4.3956

We assume that school success is clearly dependent on the competence of writing demonstrated in several text genres produced at school. Thus, school writing, with its legitimate demands, exposes the inequality of pupils; however, we think it is possible, at school, to work the competence of writing from a more global approach that integrates the personal relationship with knowledge and with writing, developed not only in school but also in extracurricular contexts. A didactic approach based on these assumptions could lead to the reconstruction of a more positive relationship with school writing practices; in its turn, a more positive relationship with school writing is crucial to gain deeper knowledge on the writing processes of different text genres, in general, and of academic writing in particular. Therefore, we defend the inclusion of the relationship with writing in didactic devices; thus, we will describe operation modes included in a workshop on writing, implemented in the classroom for four months, and dedicated to knowing and intervening in the relationship with writing that 7th grade teenagers were developing. From some examples of activities and taking into account students’ reflections, we will highlight the main results, present favourable changes in the relationship of Subjects with writing, and we will seek ways to trace how the school and the language teacher can transform the school writing into an instrument of inclusion and construction, and not an instrument of segregation and reproduction. So far we found out that the strategies offering moments of inquiries and reflections, and texts’ sharing were very effective since they allowed talking and writing about the writing processes as well as about different texts produced within various contexts, scholar, personal and social.