An evaluation proposal of didactic sequences focused on writing
Autor(a) principal: | |
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Data de Publicação: | 2012 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.04 |
Resumo: | Text/discursive genres, literacy and didactic sequences have been so widely employed by teachers/professors and researchers that seem to have become ‘magic keys’, as Bunzen (2004) mentions while talking about genres. Certainly, when using such concepts, we assume a quest for a more meaningful teaching and learning process, which enables students to act in more conscious and critical ways. That is, we seek to contribute to the students’ literacy in several social practices. Nonetheless, the broad use of such terms brings the concern to the risk of a reduction of such notions and even some camouflage, i.e., a new grammar in the text level (Signorini, 2001). Aware of the possible distance between what we want and what we actually do, as professors and researchers coming from a sociodiscursive perspective, we developed an instrument to evaluate didactic sequences focused on writing, which was employed in the evaluation of the material used during the data collection for the doctorate research study of one of us. This tool allows us to critically evaluate our own material and analyze if it can (or can not) collaborate effectively to the students’ development of language capacities (Schneuwly and Dolz, 2004) that are needed to act in specific social contexts. In this text, we recover some concepts of the theory that lay the foundation of our work and present our proposal. Key words: text genres, evaluation of didactic sequence, writing. |
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An evaluation proposal of didactic sequences focused on writingProposta de avaliação de sequências didáticas com foco na escritaText/discursive genres, literacy and didactic sequences have been so widely employed by teachers/professors and researchers that seem to have become ‘magic keys’, as Bunzen (2004) mentions while talking about genres. Certainly, when using such concepts, we assume a quest for a more meaningful teaching and learning process, which enables students to act in more conscious and critical ways. That is, we seek to contribute to the students’ literacy in several social practices. Nonetheless, the broad use of such terms brings the concern to the risk of a reduction of such notions and even some camouflage, i.e., a new grammar in the text level (Signorini, 2001). Aware of the possible distance between what we want and what we actually do, as professors and researchers coming from a sociodiscursive perspective, we developed an instrument to evaluate didactic sequences focused on writing, which was employed in the evaluation of the material used during the data collection for the doctorate research study of one of us. This tool allows us to critically evaluate our own material and analyze if it can (or can not) collaborate effectively to the students’ development of language capacities (Schneuwly and Dolz, 2004) that are needed to act in specific social contexts. In this text, we recover some concepts of the theory that lay the foundation of our work and present our proposal. Key words: text genres, evaluation of didactic sequence, writing.Gêneros textuais/discursivos, letramento e sequências didáticas têm sido tão amplamente empregados por professores e pesquisadores que parecem ter se tornado ‘chaves mágicas’, como menciona Bunzen (2004) ao tratar de gêneros textuais/discursivos. Certamente, ao fazer uso de tais conceitos, assumimos a busca por um ensino mais significativo, que possibilite que o aluno aja em sociedade de maneira mais consciente e crítica. Ou seja, ensejamos contribuir para o letramento dos educandos para práticas sociais diversas. Contudo, a larga utilização de tais termos nos traz a preocupação da possível redução de suas noções e até mesmo uma camuflagem, isto é, uma nova gramática no nível do texto (Signorini, 2001). Conscientes da provável distância existente entre o que queremos e o que de fato realizamos, como professoras-pesquisadoras alinhadas ao Interacionismo Sociodiscursivo (ISD), desenvolvemos um instrumento de análise de sequências didáticas com foco na escrita, que foi empregada para a análise do material utilizado ao longo da coleta de dados da pesquisa de doutoramento de uma de nós. A intenção é utilizá-lo para avaliar criticamente nosso próprio material e perceber se pode (ou não) colaborar efetivamente para que o aluno desenvolva capacidades de linguagem (Schneuwly; Dolz, 2004) necessárias para agir em contextos sociais específicos. Neste texto, objetivamos retomar alguns conceitos do ISD que embasam nosso trabalho, expor nossa proposta de análise e discuti-la.Unisinos2012-03-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.04Calidoscópio; Vol. 10 No. 1 (2012): January/April; 33-48Calidoscópio; v. 10 n. 1 (2012): Janeiro/Abril; 33-482177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.04/758Beato-Canato, Ana Paula MarquesCristovão, Vera Lúcia Lopesinfo:eu-repo/semantics/openAccess2013-01-14T20:19:04Zoai:ojs2.revistas.unisinos.br:article/1784Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2013-01-14T20:19:04Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
An evaluation proposal of didactic sequences focused on writing Proposta de avaliação de sequências didáticas com foco na escrita |
title |
An evaluation proposal of didactic sequences focused on writing |
spellingShingle |
An evaluation proposal of didactic sequences focused on writing Beato-Canato, Ana Paula Marques |
title_short |
An evaluation proposal of didactic sequences focused on writing |
title_full |
An evaluation proposal of didactic sequences focused on writing |
title_fullStr |
An evaluation proposal of didactic sequences focused on writing |
title_full_unstemmed |
An evaluation proposal of didactic sequences focused on writing |
title_sort |
An evaluation proposal of didactic sequences focused on writing |
author |
Beato-Canato, Ana Paula Marques |
author_facet |
Beato-Canato, Ana Paula Marques Cristovão, Vera Lúcia Lopes |
author_role |
author |
author2 |
Cristovão, Vera Lúcia Lopes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Beato-Canato, Ana Paula Marques Cristovão, Vera Lúcia Lopes |
description |
Text/discursive genres, literacy and didactic sequences have been so widely employed by teachers/professors and researchers that seem to have become ‘magic keys’, as Bunzen (2004) mentions while talking about genres. Certainly, when using such concepts, we assume a quest for a more meaningful teaching and learning process, which enables students to act in more conscious and critical ways. That is, we seek to contribute to the students’ literacy in several social practices. Nonetheless, the broad use of such terms brings the concern to the risk of a reduction of such notions and even some camouflage, i.e., a new grammar in the text level (Signorini, 2001). Aware of the possible distance between what we want and what we actually do, as professors and researchers coming from a sociodiscursive perspective, we developed an instrument to evaluate didactic sequences focused on writing, which was employed in the evaluation of the material used during the data collection for the doctorate research study of one of us. This tool allows us to critically evaluate our own material and analyze if it can (or can not) collaborate effectively to the students’ development of language capacities (Schneuwly and Dolz, 2004) that are needed to act in specific social contexts. In this text, we recover some concepts of the theory that lay the foundation of our work and present our proposal. Key words: text genres, evaluation of didactic sequence, writing. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-03-26 |
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://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.04 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.04 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.04/758 |
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 |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 10 No. 1 (2012): January/April; 33-48 Calidoscópio; v. 10 n. 1 (2012): Janeiro/Abril; 33-48 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
_version_ |
1792203885117440000 |