NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES

Detalhes bibliográficos
Autor(a) principal: Girão, Fernanda Michelle Pereira
Data de Publicação: 2021
Outros Autores: Brandão, Ana Carolina Perrusi
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2507
Resumo: The literature indicates that young children can construct a meaningful interaction with written texts and show interest in producing them (Rego, 1988; Mayrink-Sabinson, 1998; Souza, 2003). However, there are few studies that investigate how children partake in situations in which texts are produced collaboratively, having the teacher as a scribe. In this context, the present research analyzed the discursive exchanges between children aged 5 and 6 and their teacher, during group writting activities performed in two classes in the final stage of kindergarten in two public schools. Based on a sociodiscursive approach to written language (Bronckart, 1999; Schneuwlly, 2004) text production activities, led by each teacher, were video-recorded, transcribed and analysed qualitatively. The data showed the active participation of children in the production of different discursive genres, sharing in this process, knowledge and reflections on different dimensions involved in textual production (i.e. genres characteristics, socio-interactive aspects, generation of textual content, the graphic signs used for writing and the revision of writing). Teacher mediation, in a dialogical perspective and with interventions that drew children's attention to such dimensions, proved to be a key element in enhancing children's engagement in the activity and in promoting a co-authoring experience in the writing of texts. We concluded that discursive exchanges, mediated by teachers during group writing activities, can stimulate significant learning situations shared among children.
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spelling NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES¡CON LA PALABRA, LOS NIÑOS! LOS INTERCAMBIOS DISCURSIVOS DURANTE LA PRODUCCIÓN COLECTIVA DE TEXTOS COM A PALAVRA, AS CRIANÇAS! AS TROCAS DISCURSIVAS DURANTE A PRODUÇÃO COLETIVA DE TEXTOSEducação InfantilLinguagem escritaTexto coletivoEarly Childhood EducationWritten languageGroup writingEducación InfantilLenguaje escritoTexto colectivoThe literature indicates that young children can construct a meaningful interaction with written texts and show interest in producing them (Rego, 1988; Mayrink-Sabinson, 1998; Souza, 2003). However, there are few studies that investigate how children partake in situations in which texts are produced collaboratively, having the teacher as a scribe. In this context, the present research analyzed the discursive exchanges between children aged 5 and 6 and their teacher, during group writting activities performed in two classes in the final stage of kindergarten in two public schools. Based on a sociodiscursive approach to written language (Bronckart, 1999; Schneuwlly, 2004) text production activities, led by each teacher, were video-recorded, transcribed and analysed qualitatively. The data showed the active participation of children in the production of different discursive genres, sharing in this process, knowledge and reflections on different dimensions involved in textual production (i.e. genres characteristics, socio-interactive aspects, generation of textual content, the graphic signs used for writing and the revision of writing). Teacher mediation, in a dialogical perspective and with interventions that drew children's attention to such dimensions, proved to be a key element in enhancing children's engagement in the activity and in promoting a co-authoring experience in the writing of texts. We concluded that discursive exchanges, mediated by teachers during group writing activities, can stimulate significant learning situations shared among children.La literatura indica que los niños pequeños pueden establecer una interacción significativa con los textos escritos y demostrar interés en producirlos (Rego, 1988; Mayrink-Sabinson, 1998; Souza, 2003). Sin embargo, hay pocos estudios que investiguen las formas de participación de los niños en situaciones en las que los textos se escriben en colaboración, con la profesora como escriba. En este contexto, la presente investigación analizó los intercambios discursivos entre los niños de 5 y 6 años y su profesora durante las actividades de producción de textos en dos clases del último año de Educación Infantil en instituciones públicas. Sobre la base de un enfoque sociodiscursivo del lenguaje escrito (Bronckart, 1999; Schneuwlly, 2004) tres producciones colectivas, conducidas por cada profesora, fueron videograbadas, transcritas y analizadas cualitativamente. Los datos mostraron la participación activa de los niños en la producción de diferentes géneros discursivos, compartiendo en este proceso, conocimientos y reflexiones sobre las diferentes dimensiones que intervienen en una producción textual (es decir, características de género, aspectos socio-interactivos, generación de contenido textual, signos gráficos utilizados para la escritura y la revisión de la escritura). La mediación docente, en una perspectiva dialógica y con intervenciones dirigidas a esas dimensiones, se mostró un elemento clave para el compromiso de los niños en la actividad y para la promoción de una experiencia de coautoría en la escritura de los textos. Concluimos que los intercambios discursivos, mediados por la profesora durante la producción colectiva de textos pueden proporcionar situaciones de aprendizaje significativas, compartidas entre los niños.A literatura indica que crianças pequenas podem estabelecer uma interação significativa com textos escritos e demonstrar interesse em produzi-los (Rego, 1988; Mayrink-Sabinson, 1998; Souza, 2003). Entretanto, são escassos os estudos que investigam as formas de participação das crianças nas situações em que textos são escritos de forma colaborativa, tendo a professora como escriba. Nesse contexto, a presente pesquisa analisou as trocas discursivas entre crianças com 5 e 6 anos e sua professora durante atividades de produção coletiva de textos em duas turmas do último ano da Educação Infantil de instituições públicas. Partindo de uma abordagem sociodiscursiva da linguagem escrita (Bronckart, 1999; Schneuwlly, 2004) três produções coletivas, conduzidas por cada professoras foram videogravadas, transcritas e analisadas qualitativamente. Os dados evidenciaram a participação ativa das crianças na produção de diferentes gêneros discursivos, compartilhando nesse processo, conhecimentos e reflexões sobre diferentes dimensões envolvidas numa produção textual (i.e. características do gênero, aspectos sociointerativos, geração do conteúdo textual, os sinais gráficos utilizados para escrever e a revisão da escrita). A mediação docente, numa perspectiva dialógica e com intervenções que chamavam a atenção para tais dimensões, mostrou-se um elemento chave para potencializar o engajamento das crianças na atividade e para a promoção de uma experiência de coautoria na escrita dos textos. Concluímos que as trocas discursivas, mediadas pelas professoras durante a produção coletiva de textos podem proporcionar situações de aprendizagens significativas, compartilhadas entre as crianças.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-06-25info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/250710.1590/SciELOPreprints.2507porhttps://preprints.scielo.org/index.php/scielo/article/view/2507/4307Copyright (c) 2021 Fernanda Michelle Pereira Girão, Ana Carolina Perrusi Brandãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGirão, Fernanda Michelle PereiraBrandão, Ana Carolina Perrusireponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-06-22T20:34:02Zoai:ops.preprints.scielo.org:preprint/2507Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-06-22T20:34:02SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES
¡CON LA PALABRA, LOS NIÑOS! LOS INTERCAMBIOS DISCURSIVOS DURANTE LA PRODUCCIÓN COLECTIVA DE TEXTOS
COM A PALAVRA, AS CRIANÇAS! AS TROCAS DISCURSIVAS DURANTE A PRODUÇÃO COLETIVA DE TEXTOS
title NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES
spellingShingle NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES
Girão, Fernanda Michelle Pereira
Educação Infantil
Linguagem escrita
Texto coletivo
Early Childhood Education
Written language
Group writing
Educación Infantil
Lenguaje escrito
Texto colectivo
title_short NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES
title_full NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES
title_fullStr NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES
title_full_unstemmed NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES
title_sort NOW, THE WORD OF THE CHILDREN! THE DISCURSIVE EXCHANGE DURING COLLABORATIVE WRITING ACTIVITIES
author Girão, Fernanda Michelle Pereira
author_facet Girão, Fernanda Michelle Pereira
Brandão, Ana Carolina Perrusi
author_role author
author2 Brandão, Ana Carolina Perrusi
author2_role author
dc.contributor.author.fl_str_mv Girão, Fernanda Michelle Pereira
Brandão, Ana Carolina Perrusi
dc.subject.por.fl_str_mv Educação Infantil
Linguagem escrita
Texto coletivo
Early Childhood Education
Written language
Group writing
Educación Infantil
Lenguaje escrito
Texto colectivo
topic Educação Infantil
Linguagem escrita
Texto coletivo
Early Childhood Education
Written language
Group writing
Educación Infantil
Lenguaje escrito
Texto colectivo
description The literature indicates that young children can construct a meaningful interaction with written texts and show interest in producing them (Rego, 1988; Mayrink-Sabinson, 1998; Souza, 2003). However, there are few studies that investigate how children partake in situations in which texts are produced collaboratively, having the teacher as a scribe. In this context, the present research analyzed the discursive exchanges between children aged 5 and 6 and their teacher, during group writting activities performed in two classes in the final stage of kindergarten in two public schools. Based on a sociodiscursive approach to written language (Bronckart, 1999; Schneuwlly, 2004) text production activities, led by each teacher, were video-recorded, transcribed and analysed qualitatively. The data showed the active participation of children in the production of different discursive genres, sharing in this process, knowledge and reflections on different dimensions involved in textual production (i.e. genres characteristics, socio-interactive aspects, generation of textual content, the graphic signs used for writing and the revision of writing). Teacher mediation, in a dialogical perspective and with interventions that drew children's attention to such dimensions, proved to be a key element in enhancing children's engagement in the activity and in promoting a co-authoring experience in the writing of texts. We concluded that discursive exchanges, mediated by teachers during group writing activities, can stimulate significant learning situations shared among children.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/2507
10.1590/SciELOPreprints.2507
url https://preprints.scielo.org/index.php/scielo/preprint/view/2507
identifier_str_mv 10.1590/SciELOPreprints.2507
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/2507/4307
dc.rights.driver.fl_str_mv Copyright (c) 2021 Fernanda Michelle Pereira Girão, Ana Carolina Perrusi Brandão
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Fernanda Michelle Pereira Girão, Ana Carolina Perrusi Brandão
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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