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Abstract(s)
A escola, em Angola, tem revelado dificuldades diversas na criação do gosto pela escrita e no seu ensino, ao longo de muitos anos. Um olhar sobre a problemática relativa à formação de escreventes, no ensino primário, aponta para uma realidade pouco confortável, ou seja, os alunos revelam pouca apetência para a capacidade de escrever.
Pelo exposto, no âmbito desta pesquisa, considerou-se a pertinência de analisar a formação de escreventes, em Angola, no ensino primário. Assim, esta dissertação, na sequência de uma abordagem de investigação-ação, apresenta uma análise exaustiva dos programas e manuais de Língua Portuguesa do referido nível de ensino, no que concerne ao lugar da escrita, tendo em conta a competência compositiva.
Dissertámos, a partir da distinção entre a linguagem oral e a linguagem escrita, para entrar no contexto problemático da aprendizagem da escrita em Angola, com um olhar atento no processo de ensino-aprendizagem do português como língua materna e do português como língua não materna, o que nos levou a enquadrar e operar conceitos teóricos relativos à aprendizagem de uma língua e à aprendizagem da escrita, cuja perspetiva metalinguística deu espaço a uma comparação de alguns dos seus modelos processuais. Quanto à análise referida, buscámos aferir as orientações metodológicas sobre o ensino da competência compositiva e o número de vezes que ela aparece, de modo a apresentar uma proposta didática e um ciclo de escrita, à luz de um ensino que se pretende centrado no aluno.
Esta pesquisa permitiu concluir que o atual modelo de ensino da escrita não se tem mostrado eficaz e o lugar desta, nos programas e manuais, não tem sido suficiente para a formação de bons escreventes no ensino primário, em Angola.
In Angola, the school still faces several challenges to promote the taste for writing and to teach this ability, over the years. A look at the issue of the pupils’ writing skills education, in the primary school, reveals a disruptive reality, which means that children seem to show lack of propensity to writing skill. For what we expressed, in this research, we considered the suitability of analyzing the pupils' writing skills education, in Angola, in the primary school. Thus, this dissertation, following a line of action research, presents an in-depth review of the Portuguese Language course of study and textbooks in the cited level, as far as the place of writing is concerned, in view of the compositional skill. Our discussion stemmed from the distinction between the spoken language and the written language to get into the disruptive context of the writing learning, in Angola, paying attention to the Portuguese as native language and the Portuguese as non-native language teaching and learning process, that lead us to the theoretical framework related to language learning, particularly, writing learning which the metalinguistic perspective gave space to some process models comparison. As for the mentioned analysis, we pursued to ascertain the methodological orientation about the teaching of the compositional skill and how much it appears, so that it would be possible to present a didactic proposal and a process of writing cycle, in the light of a teaching that intends to be learner centered. In conclusion of this research, we can say that the current writing skill teaching model is not close to be successful and the place of this skill in the course of study and textbooks of the subject is not enough to educate pupils with good writing skills, in primary school of the country.
In Angola, the school still faces several challenges to promote the taste for writing and to teach this ability, over the years. A look at the issue of the pupils’ writing skills education, in the primary school, reveals a disruptive reality, which means that children seem to show lack of propensity to writing skill. For what we expressed, in this research, we considered the suitability of analyzing the pupils' writing skills education, in Angola, in the primary school. Thus, this dissertation, following a line of action research, presents an in-depth review of the Portuguese Language course of study and textbooks in the cited level, as far as the place of writing is concerned, in view of the compositional skill. Our discussion stemmed from the distinction between the spoken language and the written language to get into the disruptive context of the writing learning, in Angola, paying attention to the Portuguese as native language and the Portuguese as non-native language teaching and learning process, that lead us to the theoretical framework related to language learning, particularly, writing learning which the metalinguistic perspective gave space to some process models comparison. As for the mentioned analysis, we pursued to ascertain the methodological orientation about the teaching of the compositional skill and how much it appears, so that it would be possible to present a didactic proposal and a process of writing cycle, in the light of a teaching that intends to be learner centered. In conclusion of this research, we can say that the current writing skill teaching model is not close to be successful and the place of this skill in the course of study and textbooks of the subject is not enough to educate pupils with good writing skills, in primary school of the country.
Description
Keywords
Angola Ensino Primário Ensino-Aprendizagem Escrita Língua Portuguesa Língua Segunda