Textual review as a form of reflective evaluation and interactive construction between teacher and student

Detalhes bibliográficos
Autor(a) principal: Batista, Jeize de Fátima
Data de Publicação: 2022
Outros Autores: Gonçalves, Ana Cecília Teixeira, Zydek, Maiara Taís, Krewer, Emanuele
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16268
Resumo: The present work deals with the problem of textual evaluation from the perspective textual-interactive (RUIZ, 2001). After theoretical studies on the subject (FUZER, 2012; FUZER; WEBER, 2012; MENEGASSI, GASPAROTTO, 2013, 2016), the objective is to explain the importance and meaning of methodological strategies, such as guidance notes, notes, questions and comments, have in improving written production, since they represent a dialogical tool used between teacher and student in order to review and qualify the text. Through examples that are based on this perspective of evaluation, the relevance of the textual review is evidenced from this interactive bias. As a result of the research, because they are based on an interactive conception of language and on a procedural understanding of the text, they allow the student to get in touch with their production in a different way from the traditional correction, which makes them differentiated teaching methodologies.
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spelling Textual review as a form of reflective evaluation and interactive construction between teacher and studentRevisión textual como una forma de evaluación reflexiva y construcción interactiva entre maestro y estudiantevA revisão textual como forma de avaliação reflexiva e construção interativa entre professor e alunoInteração. Produção textual. Perspectiva de correção textual-interativa. Revisão textual.Interaction. Text production. Perspective of textual-interactive correction. Textual revision.Interacción. Producción de textos. Perspectiva de la corrección textual-interactiva. Revisión textual.The present work deals with the problem of textual evaluation from the perspective textual-interactive (RUIZ, 2001). After theoretical studies on the subject (FUZER, 2012; FUZER; WEBER, 2012; MENEGASSI, GASPAROTTO, 2013, 2016), the objective is to explain the importance and meaning of methodological strategies, such as guidance notes, notes, questions and comments, have in improving written production, since they represent a dialogical tool used between teacher and student in order to review and qualify the text. Through examples that are based on this perspective of evaluation, the relevance of the textual review is evidenced from this interactive bias. As a result of the research, because they are based on an interactive conception of language and on a procedural understanding of the text, they allow the student to get in touch with their production in a different way from the traditional correction, which makes them differentiated teaching methodologies.El presente trabajo aborda el problema de la evaluación textual desde la perspectiva de la corrección textual interactiva (RUIZ, 2001). Después de realizar estudios teóricos sobre el tema (FUZER, 2012; FUZER; WEBER, 2012; MENEGASSI, GASPAROTTO, 2013, 2016), se busca el objetivo de explicar la importancia y el significado que las estrategias metodológicas, tales como notas de orientación, apuntamientos, cuestionamientos y comentarios, tienen en el mejoramiento de la producción escrita, una vez que representan una herramienta de diálogo utilizada entre el profesor y el alumno para revisar y calificar el texto. A través de ejemplos que se basan en esta perspectiva de evaluación, la relevancia de la revisión textual se evidencia a partir de este modo interactivo. Como resultado de la investigación, se puede darse cuenta que esas estrategias al estar basadas en una concepción interactiva del lenguaje y una comprensión procedimental del texto, permiten a los estudiantes entrar en contacto con su producción de una manera distinta de la corrección tradicional, lo que las convierte en metodologías diferenciadas de enseñanza.O presente trabalho trata da problemática da avaliação textual a partir da perspectiva textual-interativa (RUIZ, 2001). Após estudos teóricos sobre o assunto (FUZER, 2012; FUZER; WEBER, 2012; MENEGASSI; GASPAROTTO, 2013, 2016), tem-se o objetivo de explicitar a importância e o significado que estratégias metodológicas, como bilhetes orientadores, apontamentos, questionamentos e comentários, possuem no melhoramento da produção escrita, uma vez que representam uma ferramenta dialógica utilizada entre professor e aluno com o intuito de revisar e de qualificar o texto. Por meio de exemplos que se baseiam nessa perspectiva de avaliação, evidencia-se a relevância da revisão textual a partir desse viés interativo. Como resultado da pesquisa, pode-se perceber que essas estratégias, por se basearem em uma concepção interativa de linguagem e em um entendimento processual de texto, possibilitam ao aluno entrar em contato com sua produção de um modo diverso da correção tradicional, o que as tornam metodologias de ensino diferenciadas.Editora UEPG2022-02-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1626810.5212/OlharProfr.v.24.16268.004Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-17Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-17Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-17Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-17Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-171984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/16268/209209216269Copyright (c) 2022 Jeize de Fátima Batista, Ana Cecília Teixeira Gonçalves, Maiara Taís Zydek, Emanuele Krewerinfo:eu-repo/semantics/openAccessBatista, Jeize de Fátima Gonçalves, Ana Cecília TeixeiraZydek, Maiara TaísKrewer, Emanuele2023-03-08T01:37:19Zoai:uepg.br:article/16268Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2023-03-08T01:37:19Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Textual review as a form of reflective evaluation and interactive construction between teacher and student
Revisión textual como una forma de evaluación reflexiva y construcción interactiva entre maestro y estudiantev
A revisão textual como forma de avaliação reflexiva e construção interativa entre professor e aluno
title Textual review as a form of reflective evaluation and interactive construction between teacher and student
spellingShingle Textual review as a form of reflective evaluation and interactive construction between teacher and student
Batista, Jeize de Fátima
Interação. Produção textual. Perspectiva de correção textual-interativa. Revisão textual.
Interaction. Text production. Perspective of textual-interactive correction. Textual revision.
Interacción. Producción de textos. Perspectiva de la corrección textual-interactiva. Revisión textual.
title_short Textual review as a form of reflective evaluation and interactive construction between teacher and student
title_full Textual review as a form of reflective evaluation and interactive construction between teacher and student
title_fullStr Textual review as a form of reflective evaluation and interactive construction between teacher and student
title_full_unstemmed Textual review as a form of reflective evaluation and interactive construction between teacher and student
title_sort Textual review as a form of reflective evaluation and interactive construction between teacher and student
author Batista, Jeize de Fátima
author_facet Batista, Jeize de Fátima
Gonçalves, Ana Cecília Teixeira
Zydek, Maiara Taís
Krewer, Emanuele
author_role author
author2 Gonçalves, Ana Cecília Teixeira
Zydek, Maiara Taís
Krewer, Emanuele
author2_role author
author
author
dc.contributor.author.fl_str_mv Batista, Jeize de Fátima
Gonçalves, Ana Cecília Teixeira
Zydek, Maiara Taís
Krewer, Emanuele
dc.subject.por.fl_str_mv Interação. Produção textual. Perspectiva de correção textual-interativa. Revisão textual.
Interaction. Text production. Perspective of textual-interactive correction. Textual revision.
Interacción. Producción de textos. Perspectiva de la corrección textual-interactiva. Revisión textual.
topic Interação. Produção textual. Perspectiva de correção textual-interativa. Revisão textual.
Interaction. Text production. Perspective of textual-interactive correction. Textual revision.
Interacción. Producción de textos. Perspectiva de la corrección textual-interactiva. Revisión textual.
description The present work deals with the problem of textual evaluation from the perspective textual-interactive (RUIZ, 2001). After theoretical studies on the subject (FUZER, 2012; FUZER; WEBER, 2012; MENEGASSI, GASPAROTTO, 2013, 2016), the objective is to explain the importance and meaning of methodological strategies, such as guidance notes, notes, questions and comments, have in improving written production, since they represent a dialogical tool used between teacher and student in order to review and qualify the text. Through examples that are based on this perspective of evaluation, the relevance of the textual review is evidenced from this interactive bias. As a result of the research, because they are based on an interactive conception of language and on a procedural understanding of the text, they allow the student to get in touch with their production in a different way from the traditional correction, which makes them differentiated teaching methodologies.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
PDF text
Texto PDF
Texto PDF
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16268
10.5212/OlharProfr.v.24.16268.004
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16268
identifier_str_mv 10.5212/OlharProfr.v.24.16268.004
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16268/209209216269
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 Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-17
Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-17
Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-17
Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-17
Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-17
1984-0187
1518-5648
reponame:Olhar de Professor (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
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instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Olhar de Professor (Online)
collection Olhar de Professor (Online)
repository.name.fl_str_mv Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv olhardeprofessor@uepg.br||
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