Text production in higher education: rediscussing teaching-learning perspectives and procedures
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Alfa (São José do Rio Preto. Online) |
Texto Completo: | https://periodicos.fclar.unesp.br/alfa/article/view/10470 |
Resumo: | This study aims to present and discuss the results of an interpretive qualitative study of the teaching-learning procedures used in a discipline exclusively focused on reading and production of academic texts under the Programa de Formação Interdisciplinar Superior (Profis) of State University of Campinas (Unicamp), from 2013 to 2016. As its theoretical basis, this study uses Vygotsky’s sociocultural perspective (2000, 2003) and, particularly, his concept of Zone of Proximal Development (ZPD), together with the concepts of Mastery Learning (BLOOM, 1971), recursive feedback (COPE; KALANTZIS, 2016) and Scaffolding (BRUNER; ROSS; WOOD, 1976). The results show that if text production is submitted to a formative evaluation process of prospective and constructive character, with continuous feedback to students, there may be new ways to build knowledge which, developed with the help of more experienced people or through their own peers, can transform their potential development level, the one related to the abilities and achievements to be obtained by the students, into an actual development level, which concerns the achievements they have already accomplished. |
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Alfa (São José do Rio Preto. Online) |
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Text production in higher education: rediscussing teaching-learning perspectives and proceduresProdução textual em contexto de ensino superior: rediscutindo perspectivas e procedimentos de ensino-aprendizagemText productionHigher educationZDPScaffoldingMastery learningRecursive feedbackProdução textualEnsino superiorZDPScaffoldingMastery learningFeedback recursivoThis study aims to present and discuss the results of an interpretive qualitative study of the teaching-learning procedures used in a discipline exclusively focused on reading and production of academic texts under the Programa de Formação Interdisciplinar Superior (Profis) of State University of Campinas (Unicamp), from 2013 to 2016. As its theoretical basis, this study uses Vygotsky’s sociocultural perspective (2000, 2003) and, particularly, his concept of Zone of Proximal Development (ZPD), together with the concepts of Mastery Learning (BLOOM, 1971), recursive feedback (COPE; KALANTZIS, 2016) and Scaffolding (BRUNER; ROSS; WOOD, 1976). The results show that if text production is submitted to a formative evaluation process of prospective and constructive character, with continuous feedback to students, there may be new ways to build knowledge which, developed with the help of more experienced people or through their own peers, can transform their potential development level, the one related to the abilities and achievements to be obtained by the students, into an actual development level, which concerns the achievements they have already accomplished.O artigo tem como objetivo apresentar e discutir resultados de uma investigação de base qualitativo-interpretativista dos procedimentos de ensino-aprendizagem utilizados em uma disciplina voltada exclusivamente para leitura e produção de textos acadêmicos do Programa de Formação Interdisciplinar Superior (Profis) da Universidade Estadual de Campinas (Unicamp), no período de 2013 a 2016. Como aporte teórico, este estudo toma como base a perspectiva sociocultural de Vygotsky (2000, 2003) e, particularmente, seu conceito de Zona de Desenvolvimento Proximal (ZDP), aliado aos conceitos de Mastery Learning (BLOOM, 1971), feedback recursivo (COPE; KALANTZIS, 2016) e Scaffolding (BRUNER; ROSS; WOOD, 1976). Os resultados mostram que se a produção textual for trabalhada por meio de um processo de avaliação formativa, de caráter prospectivo e construtivo, fornecendo um contínuo feedback para os aprendizes, é possível levá-los a novas formas de conhecimento, em que os andaimes necessários, construídos tanto com a ajuda de pessoas mais experientes, quanto por meio de seus próprios pares, podem, então, transformar seu desenvolvimento potencial, que se relaciona às capacidades e conquistas a serem obtidas pelos discentes, em desenvolvimento real, concernente às àquelas que já foram por eles atingidas.UNESP2018-08-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.fclar.unesp.br/alfa/article/view/1047010.1590/1981-5794-1807-4ALFA: Revista de Linguística; v. 62 n. 2 (2018)1981-5794reponame:Alfa (São José do Rio Preto. Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporenghttps://periodicos.fclar.unesp.br/alfa/article/view/10470/7506https://periodicos.fclar.unesp.br/alfa/article/view/10470/7510Copyright (c) 2018 ALFA: Revista de Linguísticainfo:eu-repo/semantics/openAccessPinheiro, Petrilson Alan2018-09-16T20:33:09Zoai:ojs.pkp.sfu.ca:article/10470Revistahttp://www.scielo.br/scielo.php?script=sci_serial&pid=1981-5794&lng=pt&nrm=isoPUBhttps://old.scielo.br/oai/scielo-oai.phpalfa@unesp.br1981-57940002-5216opendoar:2018-09-16T20:33:09Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Text production in higher education: rediscussing teaching-learning perspectives and procedures Produção textual em contexto de ensino superior: rediscutindo perspectivas e procedimentos de ensino-aprendizagem |
title |
Text production in higher education: rediscussing teaching-learning perspectives and procedures |
spellingShingle |
Text production in higher education: rediscussing teaching-learning perspectives and procedures Pinheiro, Petrilson Alan Text production Higher education ZDP Scaffolding Mastery learning Recursive feedback Produção textual Ensino superior ZDP Scaffolding Mastery learning Feedback recursivo |
title_short |
Text production in higher education: rediscussing teaching-learning perspectives and procedures |
title_full |
Text production in higher education: rediscussing teaching-learning perspectives and procedures |
title_fullStr |
Text production in higher education: rediscussing teaching-learning perspectives and procedures |
title_full_unstemmed |
Text production in higher education: rediscussing teaching-learning perspectives and procedures |
title_sort |
Text production in higher education: rediscussing teaching-learning perspectives and procedures |
author |
Pinheiro, Petrilson Alan |
author_facet |
Pinheiro, Petrilson Alan |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pinheiro, Petrilson Alan |
dc.subject.por.fl_str_mv |
Text production Higher education ZDP Scaffolding Mastery learning Recursive feedback Produção textual Ensino superior ZDP Scaffolding Mastery learning Feedback recursivo |
topic |
Text production Higher education ZDP Scaffolding Mastery learning Recursive feedback Produção textual Ensino superior ZDP Scaffolding Mastery learning Feedback recursivo |
description |
This study aims to present and discuss the results of an interpretive qualitative study of the teaching-learning procedures used in a discipline exclusively focused on reading and production of academic texts under the Programa de Formação Interdisciplinar Superior (Profis) of State University of Campinas (Unicamp), from 2013 to 2016. As its theoretical basis, this study uses Vygotsky’s sociocultural perspective (2000, 2003) and, particularly, his concept of Zone of Proximal Development (ZPD), together with the concepts of Mastery Learning (BLOOM, 1971), recursive feedback (COPE; KALANTZIS, 2016) and Scaffolding (BRUNER; ROSS; WOOD, 1976). The results show that if text production is submitted to a formative evaluation process of prospective and constructive character, with continuous feedback to students, there may be new ways to build knowledge which, developed with the help of more experienced people or through their own peers, can transform their potential development level, the one related to the abilities and achievements to be obtained by the students, into an actual development level, which concerns the achievements they have already accomplished. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-08-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.fclar.unesp.br/alfa/article/view/10470 10.1590/1981-5794-1807-4 |
url |
https://periodicos.fclar.unesp.br/alfa/article/view/10470 |
identifier_str_mv |
10.1590/1981-5794-1807-4 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/alfa/article/view/10470/7506 https://periodicos.fclar.unesp.br/alfa/article/view/10470/7510 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 ALFA: Revista de Linguística info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 ALFA: Revista de Linguística |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
UNESP |
publisher.none.fl_str_mv |
UNESP |
dc.source.none.fl_str_mv |
ALFA: Revista de Linguística; v. 62 n. 2 (2018) 1981-5794 reponame:Alfa (São José do Rio Preto. Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Alfa (São José do Rio Preto. Online) |
collection |
Alfa (São José do Rio Preto. Online) |
repository.name.fl_str_mv |
Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
alfa@unesp.br |
_version_ |
1800214377440215040 |