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A escrita ocupa um lugar de destaque na sociedade, uma vez que, através desta partilhamos
e recebemos informações sobre os mais diversos assuntos. Esta é uma das formas de
comunicação mais antigas entre o homem e os acontecimentos que se desenrolam no mundo.
A escola tem o papel de assegurar aos alunos o acesso a uma aprendizagem mais
significativa, desenvolvendo estratégias que promovam a competência da escrita, por modo
a ultrapassar barreiras e resolver problemas com que os alunos se defrontam aquando da
elaboração de um texto. Neste enquadramento, surge a presente investigação que procura
aprofundar a temática “Desenvolvimento da competência escrita: a escrita como processo
de reinvestimento de saberes”, dando resposta aos seguintes objetivos: (i) planificar
atividades de escrita que desenvolvam a competência compositiva; (ii) desenvolver nos
alunos a capacidade de gerar diferentes possibilidades para a construção do texto, (iii)
desenvolver a prática da escrita enquanto processo de construção de saberes e (iv) promover
o relacionamento de conteúdos interdisciplinares. O presente estudo seguiu uma linha de
cariz qualitativo focada, num primeiro momento, na revisão da literatura através de uma
recolha e análise de dados de artigos científicos, livros e trabalhos universitários. Em termos
de prática pedagógica, os dados foram recolhidos através de observação participante, usando
notas de campo, diário de bordo, registos fotográficos e as produções dos alunos. Pretendese ainda, de uma forma sintética, apresentar as experiências de ensino e aprendizagem
desenvolvidas ao longo do estágio pedagógico, no âmbito da Prática de Ensino
Supervisionada. Estas experiências de ensino e aprendizagem foram sustentadas numa
pedagogia ativa e participativa, na qual, os alunos assumiram o principal papel de agentes
construtores da sua aprendizagem.
Writing occupies a prominent place in society, since through it we share and receive information about the most diverse subjects. This is one of the oldest forms of communication between man and the events that take place in the world. The school has the role of ensuring students' access to a more meaningful learning, developing strategies that promote writing skills in order to overcome barriers and solve problems that students face when writing a text. In this context, the present research seeks to deepen the theme "Development of writing competence: writing as a process of knowledge reinvestment", responding to the following objectives: (i) to plan writing activities that develop compositional competence, (ii) to develop in students the ability to generate different possibilities for the construction of the text, (iii) to develop the practice of writing as a process of knowledge construction and (iv) to promote the relationship of interdisciplinary contents. The present study followed a qualitative line focused, at first, on literature review through data collection and analysis of scientific articles, books, and university papers. In terms of pedagogical practice, data was collected through participant observation, using field notes, logbook, photographic records and the students' productions. It is also intended, in a synthetic way, to present the teaching and learning experiences developed throughout the pedagogical internship, within the Supervised Teaching Practice. These teaching and learning experiences were supported by an active and participatory pedagogy, in which students assumed the main role as constructors of their learning.
Writing occupies a prominent place in society, since through it we share and receive information about the most diverse subjects. This is one of the oldest forms of communication between man and the events that take place in the world. The school has the role of ensuring students' access to a more meaningful learning, developing strategies that promote writing skills in order to overcome barriers and solve problems that students face when writing a text. In this context, the present research seeks to deepen the theme "Development of writing competence: writing as a process of knowledge reinvestment", responding to the following objectives: (i) to plan writing activities that develop compositional competence, (ii) to develop in students the ability to generate different possibilities for the construction of the text, (iii) to develop the practice of writing as a process of knowledge construction and (iv) to promote the relationship of interdisciplinary contents. The present study followed a qualitative line focused, at first, on literature review through data collection and analysis of scientific articles, books, and university papers. In terms of pedagogical practice, data was collected through participant observation, using field notes, logbook, photographic records and the students' productions. It is also intended, in a synthetic way, to present the teaching and learning experiences developed throughout the pedagogical internship, within the Supervised Teaching Practice. These teaching and learning experiences were supported by an active and participatory pedagogy, in which students assumed the main role as constructors of their learning.
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Escrita Competência Português História PES 1.º CEB 2.º CEB Geografia de Portugal