Recolhimento de manuscritos escolares: o tratamento didático adotado pelos professores em turmas do 5º ano do Ensino Fundamental

Abstract

This thesis aims to reflect about the teachers‟ didactic treatment when they receive the texts that the students have just written. To this end, we filmed twenty-for text production practices in four Elementary School classes in four different public schools in Maceió / AL. We obtained 504 school manuscripts in total. The teachers' speech transcription was taken between the period the students concluded it and gave them their texts, and the teachers‟ posterior comments about what the students wrote. We found that these teachers (when in possession of these manuscripts) adopted the following didactic procedures: 1) they keep it without any comments or 2) they keep it with comments. We detect in the second procedure that the teachers can 1) comment the texts and keep it or 2) they comment it and give them back the texts they receive from the students. 70% of all received manuscripts kept without comments and 30% with some comments. Of this total, the teacher commented 12% of the manuscripts, but he did not give them back, and 18% of them were commented and the students received it back. Based on this results, in which the majority of the students did not receive any kind of comment about the text they wrote, we consider a rather expressive number, because the students have few opportunities to write text in school, and when they do, the teachers deny the possibility to return the texts the students created. These behaviors used for writing education commit text production proposal effectiveness, as well as make for students impossible to understand writing as a dynamic and complex process of meaning- making.