Banca de QUALIFICAÇÃO: ESTEFÂNIA CRISTINA DA COSTA MENDES

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ESTEFÂNIA CRISTINA DA COSTA MENDES
DATA : 09/07/2019
HORA: 16:00
LOCAL: campus 1
TÍTULO:

Lendo como escritores: a revisão de textos colaborativa como mediadora no processo de aprimoramento da competência escritora


PALAVRAS-CHAVES:

Text production, editing, collaborative editing and self-revision


PÁGINAS: 33
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

This present work has as its main theme the text production. It focuses on one of the text production stages, mainly the collaborative editing.  This study intends to evaluate whether the reinforcement of this writing process practice, enriched through the inclusion of other readers and not only the teacher, may contribute to the development of the high school students’ writing skills. The primary hypothesis of this research is that collaborative editing, especially the one made in groups, enhances the interaction among students. When “students read as writers” (CASSANY, 1999), they might become proficient writers, particularly because they will start from a concrete observation context which is a text that was written by an equal partner and not by a teacher or another exceptional student. In order to achieve objectives set, it is important to mention authors such as Bazerman (2015), Bernardo (2000), Cassany (1999), Geraldi (2013), Guedes (2009), among others for theoretical reference. The research is divided in four stages which will last for eight months. The first part is the application of a questionnaire and some initial text productions. The second part consists of text productions and text editing workshops (individual, in pairs and in groups). The third part is the self-revision of the initial text productions. And the fourth stage is the promotion of a focus group. Although the study is still in progress, we may set out some preliminary results. These findings were obtained from the questionnaires’ analysis in which most part of the students (a little over 60%) said that they include self-revision in their writing process. However, the elimination of what they consider “errors” is conceived as an essential editing practice. The concern with the interlocutor seems to be insufficient, as if the text meaning was sufficient to itself. The communicational context, and so the text genre, were not mentioned as guiders of the editing practice. Furthermore, the obtained result with the first text production, which was named diagnosis, showed that students’ average score were 570, not differentiating from the national framework (Enem) which has stagnated in 2009, with scores between 500 and 600.


MEMBROS DA BANCA:
Externa à Instituição - ADRIANE TERESINHA SARTORI - UFMG
Presidente - ANA ELISA FERREIRA RIBEIRO
Interna - LILIAN APARECIDA ARAO
Notícia cadastrada em: 02/07/2019 13:58
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