Cenas de produção e avaliação de textos na alfabetização: um olhar sobre a prática pedagógica

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Universidade Federal de Goiás


This study is aimed to investigate the pedagogical practices of literacy teachers of the last year of cycle I, third year of elementary school education in Goiânia’s Municipal Education Network, which regards to the teaching and evaluation of writing. This research is qualitative and has as instruments of data collection, an interview, an observation and a documentary analysis. The study had as subjects, there teachers who teach Portuguese classes. In the analysis, we focused on seven textual production proposals, and one hundred and sixty corrected texts. In this research we adopted the presuppositions of interactionism, which conceives language as a means of social interaction. The main authors studied and who defend these postulates were Bakhtin, and one of its main interlocutors in Brazil, Geraldi and others. The analysis of the results showed that although teachers consider the work with textual production important, the space and the necessary conditions for its realisation are still not given by most of them. We observed that there still is the conception that the teaching of textual production should only happen once the Alphabetic Writing System (SEA), that is, the writing technique, has already been mastered. The results showed that the textual production proposals presented to the students were without prior activities, artificial, mechanical and repetitive with eminently ready themes of the literary narration genre and these were often supported by images, having as interlocutor the school and the teacher. As for the written production evaluation, noticed by the marks of correction left by the teachers in the students’ texts, we perceived that the teachers assume the correction of the indicative type, resolutive and textual suggestive, to the detriment of the textual interactive. And, when they perform the suggestive textual, they demonstrate the conception of evaluation of a monological character, that is, it doesn’t provide dialogue and interaction, therefore, it doesn’t help the student the student perceive and improve his text. Another aspect that was perceived is that the marks of correction left by the teachers in the students’ texts do not collaborate so that they can reflect on their textual problems and solve them. Moreover, these highlights prioritise metalinguistic analysis in detriment of epilingualism, focusing more on the problems on the text surface than on those responsible for textuality and discursiveness. Regarding the practice of individual rewriting, we noticed that, although requested by the teachers, there was no follow-up during during the observations in the pieces of the texts, except in the practice of the teacher Magda, who performs, in her own classroom, with the student, the epilingualistic reflection. The collective rewriting was observed in the practice of all teachers, it happened in an interactive way, with the teacher and the student problematising and reflecting on the text, in a collaborative attitude aimed at improving the text and for the formation of writers of more efficient texts. From the analysis carried out, we understand that language teaching, although it has already advanced a great deal, it still presents challenging nuances, revealing a considerable distance between theoretical knowledge produced and pedagogical practice.



Ensino, Avaliação, Produção textual, Prática pedagógica, Teaching, Evaluation, Text production, Pedagogical practice


MARTINS, Cláudio Rodrigues. Cenas de produção e avaliação de textos na alfabetização: um olhar sobre a prática pedagógica. 2018. 142 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2018.