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A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
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Abstract:
O presente relatório recai sobre a Prática de Ensino Supervisionada, adiante denominada PES, realizada na Escola Secundária de Camilo Castelo Branco, em Carnaxide, no ano letivo de 2019/2020, sob a orientação pedagógica da professora Maria da Conceição Barroco Vicente Caldeira Carvalho, versando o trabalho realizado no âmbito do desenvolvimento da escrita dos alunos do Ensino Básico e Secundário. Descreve, tal-qualmente, o projeto de intervenção pedagógica sobre o desenvolvimento da escrita com a finalidade argumentativa, implementada em unidades didáticas nas turmas do 9.º e 10.º anos. As técnicas de ensino da escrita são múltiplas e variadas, de acordo com pressupostos teoricamente enquadrados. Por um lado, ensinar a escrever é uma das tarefas mais complexas e desafiadoras que um professor pode ter, exatamente por envolver diversos âmbitos, entre eles, o pensamento crítico, o conhecimento explícito da língua, entre outros. Por outro lado, o professor tem que ver a escrita como um processo extenso e aberto, por isso mesmo, exigente, tendo que continuamente trabalhá-la, com atividades promovidas dentro do contexto de sala de aula, incluindo tarefas específicas que têm um único objetivo final: a didatização pedagógica diversa e com distintos materiais de escrita no que concerne a sequências argumentativas em tetos de géneros diferentes. A sala de aula é o ambiente ideal e um excelente local para se aprender e praticar a escrita proporcionando-se o reconhecimento de diferentes tipologias textuais, em conformidade com o currículo oficial de língua portuguesa. Ora, um aluno, quando atinge o 3.º Ciclo do Ensino Básico, deverá revelar um domínio da língua materna, sendo hábil a nível lexical, gramatical, pragmático e lógico-argumentativo; espera-se que reveja e reflita sobre o seu próprio texto, adaptando o seu texto aos diferentes tipos de contexto, sempre que necessita, consoante o conteúdo, a sua intenção e o auditório. O projeto de intervenção pedagógica desenvolvido consistiu na implementação de um modelo de planificação do ensino da escrita, adaptado do modelo delineado por Dolz, Noverraz e Schneuwly (2004), para o ensino da escrita argumentativa. A implementação didática não se traduzirá numa avaliação classificatória dos alunos, mas sim numa avaliação qualitativa em que se apreciará o seu desempenho. Dar-se-á conta de um caminho didático percorrido ao longo do ano letivo, de que se fará uma aferição qualitativa das aprendizagens e não uma aferição classificatória. ; The present report is about the Supervised Teaching Practice, henceforth referred to as PES, carried out at the Escola Secundária de Camilo Castelo Branco, in Carnaxide, in the academic year of 2019/2020, under the pedagogical supervision of professor Maria da Conceição Barroco Vicente Caldeira Carvalho, and focuses on the work carried out to develop students‘ writing skills in the context of a Secondary School setting. Equally, it describes a pedagogical intervention project on the development of Argumentative Writing, implemented in teaching units in year nine and year ten classes. The teaching of writing techniques is manifold and diverse, according to the theoretical presuppositions it's based on. On one hand, teaching how to write is one of the most complex and challenging tasks of a teacher, precisely due to the different skills required, such as critical thinking and specific language skills, amongst others. On the other hand, a teacher needs to understand the writing process as being open and extensive, and therefore as a demanding one, having to continuously work on writing skills through activities enacted in the classroom setting and including specific tasks with a final goal: diverse didactic teaching with the use of distinct resources of argumentative texts in different text genres. The classroom setting is therefore an ideal and excellent place to learn and to practice writing skills through different types of texts, in line with the current official syllabus of the Portuguese Language. Now, a key stage 3 student will reveal a mastery of his native language, being skilful at a lexical, grammatical, pragmatic and logic argumentative level; revising and reflecting on his own statements whilst adapting his texts to different types of contexts whenever he needs to, depending on its content, intention and audience. The pedagogical intervention project tried to explore how to implement a similar planification model of teaching Writing, adapted from the model designed by Dolz, Noverraz e Schneuwly (2004) to the teaching of Argumentative Writing. The didactic implementation is hereby not conveyed through a summative assessment of students but instead, through a formative assessment in which the student’s performance is recognized. It will give an account of the didactic journey covered throughout the school year, measuring learning in a formative rather than in a summative way.
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Keyword:
Argumentação; Argumentative writing; Didactic teaching intervention; Didacticization model; Didática do Português; Domínio/Área Científica::Ciências Sociais::Ciências da Educação; Domínio/Área Científica::Humanidades::Línguas e Literaturas; Ensino; Escrita; Intervenção didático-pedagógica; Modelo de didatização; Português Língua Materna; Portuguese language didactics; Teaching; Writing
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URL: http://hdl.handle.net/10362/131200
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Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach ...
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Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement
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In: Sustainability ; Volume 13 ; Issue 21 (2021)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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Se essa rua fosse minha, eu mandava ladrilhar : os graus de autoria no ensino médio ; If this street were mine, I would have it tiled: the degrees of authorship in high school
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Pereira, Carlos Henrique Rizzo. - : Biblioteca Digital de Teses e Dissertações da USP, 2021. : Universidade de São Paulo, 2021. : Faculdade de Educação, 2021
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Supporting Vietnamese EFL university students’ development of argumentative writing through Systemic Functional Linguistics-based genre pedagogy
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In: University of Wollongong Thesis Collection 2017+ (2021)
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Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach
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PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS' PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 69-96 (2021) (2021)
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Exploring the blended learning design for argumentative writing
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Jin, Tan; Su, Yanfang; Lei, Jun. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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Linguistic errors made by Islamic university EFL students
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 733-745 (2020) (2020)
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Academic Language Features in the Argumentative Writing of Second through Eighth Grade Students
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Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
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In: Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M; & Snow, Catherine E. (2019). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?. Reading and Writing, 32(4), 983 - 1007. doi:10.1007/s11145-018-9898-6. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/6414z5pr (2019)
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Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
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In: READING AND WRITING, vol 32, iss 4 (2019)
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Эссе-мнение как особый тип текста на английском языке ... : Opinion essay as a special type of text in English ...
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Validity argument for EPT written argumentative essays
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In: Graduate Theses and Dissertations (2019)
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Opinion text : an integrated pathway of writing and the perceptions of students
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The Use of Discourse Markers in Argumentative Compositions by Learners of Spanish as a Foreign Language
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