The use of connectives in college argumentative essays: a pedagogical intervention in e-learning pedagogy students’ writings
DOI:
https://doi.org/10.5007/2175-795X.2020.e65466Abstract
This paper is the result of a doctoral dissertation that aimed to investigate the evolution of e-learning Pedagogy students’ writings throughout a pedagogical intervention carried out in a university located in southern Brazil. Its relevance is based on the alarming results of the use/mastery of writing, even the ones of Brazilian undergraduate students. It is worrisome, mainly in the cases of future Elementary School literacy teachers. Research on pedagogical intervention is an investigation that involves planning and implementing interferences (changes, pedagogical innovations), whose focuses are the improvement of educational processes and the subsequent evaluation of their effects. Guided systematized pedagogical activities and a meticulous intervention in students' textual productions were carried out for seven semesters. The theoretical-methodological basis of this study was the Cultural-Historical Activity Theory, productively intertwined with Textual Linguistics. Data were collected by a linguistic analysis (of students’ essays), questionnaires and interviews. Data resulting from the analysis were crossed with the students’ statements and led to results which were communicated through a discursive textual analysis. This paper highlights findings related to the linguistic evolution in students’ use of textual connectives as the result of the intervention process. They are the increase in the proportion of connectives in their essays, decrease in their proportion of misuse and increase in their repertoire of textual connectives. The success of this pedagogical intervention demystifies prejudice against "writing problems" as if they could not be solved.
References
BAUER, Martin W. GASKELL, George. Pesquisa Qualitativa com Texto, Imagem e Som: um manual prático. Petrópolis: Vozes, 2002.
BEAUGRANDE, Robert de; DRESSLER, Wolfgang U. Introduction to Textual linguistics. (Max Niemeyer Verlag Trad. Inglesa). Londres: Longman, 1981.
BECHARA, Evanildo. Moderna Gramática Portuguesa. 37 ed. Rio de Janeiro: Nova Fronteira, 2009.
BEREITER, Carl, SCARDAMALIA, Marlene. The Psychology of Written Composition. New Jersey: Lawrence Erlbaum Associates, 1987.
CASTRO, Rafael F. de. A expressão escrita de acadêmicas de um curso de pedagogia a distância: uma intervenção Histórico-Cultural. 2014. 238f. Tese (Doutorado) – Programa de Pós-Graduação em Educação. Universidade Federal de Pelotas, Pelotas.
DAMIANI, Magda F.; CASTRO, Rafael F. de; ROCHEFORD, Renato S.; PINHEIRO, Silvia; DARIZ, Marion R. Discutindo pesquisas do tipo intervenção pedagógica. Cadernos de Educação, Pelotas, v. 45, n. 1, 22p, 2013.
DAMIANI, Magda. F.; ALVES, Clarice; FRISON, Lourdes B. MACHADO, Rejane F. A escrita acadêmica: análise e intervenção. Linguagem & Ensino, Pelotas, v. 14, n. 1, p. 249-271, jul/dez, 2011.
FREITAS, Maira Tereza A. O pensamento de Vygotsky nas reuniões da ANPEd (1998-2003). Educação e Pesquisa, São Paulo, v.30, n.1, p.109-138, 2004.
FURLANETTO, Maria M. Tenho um trabalho na cabeça. Linguagem em Discurso, Florianópolis, v. 1, n. 1, p. 13-24, 2001.
HALLIDAY, Michael A. K. Explorations in the Functions of Language. London: Edward Arnold, 1973.
INAF. Indicador de Alfabetismo Funcional | INAF Brasil 2018. São Paulo: Ação Educativa, 2009.
KOCH, Ingedore. G. V. A coesão textual. 22. ed. São Paulo: Contexto, 2010.
KOCH, Ingedore G. V. Desvendando os segredos do texto. 2. ed. São Paulo: Cortez, 2003.
LURIA, A. R. A construção da mente. Ícone: São Paulo, 1992.
MORAES, Roque. Uma tempestade de luz: a compreensão possibilitada pela análise textual discursiva. Ciência & Educação, Bauru, v. 9, n. 2, p. 191-211, 2003.
PISA. Programme for International Student Assessment. Disponível em: https://www.oecd.org/pisa/pisa-2015-brazil.htm. Acesso em: 12 fev 2018.
RAMIRES, Vicentina. Leitura e produção escrita de universitários. Revista de Letras, Fortaleza, vol. 1/2, n. 24, p. 34-42, 2002.
SAEB. Sistema de Avaliação da Educação Básica. Disponível em: http://portal.inep.gov.br/web/guest/educacao-basica/saeb/resultados. Acesso em: 13 dez 2018.
SELAU, Bento; CASTRO, Rafael F. de. Cultural-historical approach: educational research in different contexts. Bento Selau e Rafael Fonseca de Castro (Orgs.). Porto Alegre: EDIPUCRS, 2015.
SFORNI, M. S. F.; GALUCH, M. T. B. Aprendizagem conceitual e apropriação da linguagem escrita: um diálogo necessário. Anais do... 29ª Reunião Anual da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd), 29, 2006, Caxambu. Caxambu: 2006.
SOARES, Magda. Alfabetização e Letramento. 5 ed. São Paulo: Contexto, 2008.
SUEHIRO, Adriana C. Dificuldade de aprendizagem da escrita num grupo de crianças do ensino fundamental. PSIC – Revista de Psicologia da Vetor Editora, São Paulo, v. 7, n. 1, p. 59-68, 2006.
VITÓRIA, Maira Inês C.; CHRISTÓFOLI, Maria Conceição P. A escrita no Ensino Superior. Revista Educação, Santa Maria, v. 38, n.1, jan./abr. 2013, p. 41-54.
VYGOTSKI, L. S. Obras Escogidas Tomo I (La consciencia como problema de la psicología del comportamiento). Madrid: Aprendizaje Visor y Ministerio de Educación y Ciencia, 1925/1991.
VYGOTSKI, L. S. Obras Escogidas Tomo III (Historia del Desarrollo de las Funciones Psíquicas Superiores). Madri: Visor, 1931/1995.
VYGOTSKY, L. S. Obras Escogidas Tomo II (Pensamiento Y Lenguaje). Moscú: Editorial Pedagógica, 1934/1982.
WELLS, Gordon. Indagación Dialógica: hacia una teoría y una práctica socioculturales de la educación. Barcelona: Paidós, 2001.
Downloads
Published
How to Cite
Issue
Section
License
This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
The Perspectiva allow the author(s) yo hold the copyright without restrictions as well as publishing rights. If the paper will be republished later in another format, the author(s) should inform that it has originally been published as article in Perspectiva Journal and quote the complete references.
