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Questionários dos professores 4.1.1 Bloco 1: formação do professor / influência das ações de formação no desenvolvimento didático-pedagógico da produção textual. a) Formação inicial e formação contínua 3HOD DQiOLVH GRV TXHVWLRQiULRV FRQVWDWDVH TXH D PDLRULD GRV SURIHVVRUHV TXH LQWHJUDUDP R QRVVR HVWXGR WHPFRPRIRUPDomRLQLFLDOR0DJLVWpULR3ULPiULRRXDIRUPDomRGH3URIHVVRUHVGR(QVLQR%iVLFR1RTXH GL] UHVSHLWR j IRUPDomR FRQWtQXD SRGHPRV GLVWLQJXLU GRLV JUXSRV GH SURIHVVRUHV L FHUFD GH PHWDGH GRV AZEVEDO; TEIXEIRA (Produção escrita no 1ºciclo...) 29 SURIHVVRUHVQmRUHDOL]RXFXUVRVGHIRUPDomRFRQWtQXDUHODFLRQDGRVFRPDOtQJXDSRUWXJXHVDQRV~OWLPRV DQRV ² LL GRV SURIHVVRUHV TXH UHDOL]DUDP IRUPDomR FRQWtQXD ² D PDLRULD IrOR QR kPELWR GR 3URJUDPD 1DFLRQDO GR (QVLQR GR 3RUWXJXrV 31(3 9HULILFDPRV DLQGD TXH RV SURIHVVRUHV TXH QmR UHDOL]DUDPDo}HVGHIRUPDomRFRQWtQXDWrPXPDPpGLDGHLGDGHHWHPSRGHVHUYLoREDVWDQWHLQIHULRUjGRV RXWURV SURIHVVRUHV 7DOYH] HVWD VLWXDomR VH YHULILTXH SRU QR SULPHLUR FDVR RV SURIHVVRUHV VHQWLUHP QHFHVVLGDGHGHDWXDOL]DURVVHXVFRQKHFLPHQWRVFLHQWtILFRVHFRQVHTXHQWHPHQWHGLGiWLFRVHSHGDJyJLFRVQR VHJXQGR FRQWH[WR RV SURIHVVRUHV HYHQWXDOPHQWH QmR FRQVLGHUHP QHFHVViULR ID]HU IRUPDomR SRU WHUHP WHUPLQDGRRVVHXVFXUVRVKiPHQRVWHPSRMXOJDQGRQmRVHULPSRUWDQWHLQRYDUHVWUDWpJLDVHRXDSURIXQGDU RVVHXVVDEHUHV b) Influência das ações de formação no desenvolvimento didático-pedagógico da dimensão textual. 1HVWDTXHVWmRGHHQWUHDVRSLQL}HVUHODWDGDVSHORVSURIHVVRUHVVDOLHQWDPRVDVVHJXLQWHV x ´SHUPLWLUDPRDSHUIHLoRDPHQWRGHWpFQLFDVHPHWRGRORJLDVµ x ´SRVVLELOLGDGHGHUHDOL]DomRGHDWLYLGDGHVGLYHUVLILFDGDVHLQRYDGRUDVµ x ´SHUPLWLXWURFDUH[SHULrQFLDVµ x ´PXGDUDSUiWLFDµ x ´FRQWDFWDUFRPQRYDVIRUPDVGHHQVLQDUµ x ´UHIOHWLUVREUHRVSURFHVVRVGHDSUHQGL]DJHPGRVDOXQRVµ x ´QmRWURX[HPHOKRULDµ &RPR SRGHPRV YHULILFDU D PDLRULD GDV UHVSRVWDV GRV SURIHVVRUHV WUDQVPLWHQRV TXH UHFRQKHFH D LPSRUWkQFLDHDLQIOXrQFLDGDVDo}HVGHIRUPDomRQRVHXGHVHQYROYLPHQWRGLGiWLFRSHGDJyJLFRVDOLHQWDQGR QyVRIDFWRGHUHIHULUHPTXHHVWDV´SHUPLWLUDPRDSHUIHLoRDPHQWRGHWpFQLFDVHPHWRGRORJLDVµEHPFRPRD ´UHDOL]DomR GH DWLYLGDGHV GLYHUVLILFDGDV H LQRYDGRUDVµ 1R HQWDQWR DLQGD VXUJHP SURIHVVRUHV TXH QmR FRQVLGHUDPXPDPDLVYDOLDSDUDDVXDSUiWLFDDIUHTXrQFLDGDIRUPDomRFKHJDQGRDDILUPDUTXHHVWD´QmR WURX[HPHOKRULDµQRHQVLQRGDHVFULWD2SLQL}HVFRPRHVWDSRGHPGHYHUVHDRIDFWRGHDVDo}HVGHIRUPDomR UHDOL]DGDVQmRHVWDUHPUHODFLRQDGDVGLUHWDPHQWHFRPRHQVLQRHDSUHQGL]DJHPGDHVFULWDFRPRpRH[HPSOR GD IUHTXrQFLD GH Do}HV GH IRUPDomR VXERUGLQDGDV j WHPiWLFD GDV ´%LEOLRWHFDV HVFRODUHVµ RX HQWmR RV IRUPDGRUHV QmR WHUHP LGR DR HQFRQWUR GDV QHFHVVLGDGHV VHQWLGDV SHORV VHXV IRUPDQGRV WHQGR SRQWRV GH SDUWLGDVWDQGDUGL]DGRVGLIHULQGRGHSRVVtYHLVH[SHFWDWLYDVSUHYLDPHQWHHPHQWDOPHQWHIRUPXODGDV 4.1.2 Bloco 2: conceções sobre o ensino da escrita 1HVWH EORFR SUHWHQGHVH DYDOLDU R JUDX GH FRQFRUGkQFLD GRV SURIHVVRUHV UHODWLYDPHQWH D DILUPDo}HV FRQVWDQWHVQRLQTXpULWRUHODFLRQDGDVFRPRHQVLQRHDDSUHQGL]DJHPGDHVFULWD'DVYiULDVDILUPDo}HVQD WDEHODDEDL[R7DEHODPrincipais conceções dos professores sobre o ensino da escritaGHVWDFDPRVDTXHODVTXH UHJLVWDPXPDPDLRUIUHTXrQFLDTXHUGHFRQFRUGkQFLDTXHUGHGLVFRUGkQFLDSRUSDUWHGRVSURIHVVRUHVHTXH UHIOHWHPDQRVVRYHUVLPXOWDQHDPHQWHDVVXDVFRQFHo}HVVREUHRHQVLQRGDHVFULWD 3HODWDEHODDSUHVHQWDGDREVHUYDPRVTXHDPDLRULDGRVSURIHVVRUHVLQTXLULGRVGLVFRUGDRXQmRWHPRSLQLmR VREUHVH´RHQVLQRGDHVFULWDGHYHVHUFHQWUDGRHPSURFHVVRVGHHVFULWDµ3DUHFHQRVHQWmRTXHQRHQVLQRGD HVFULWDRWH[WRDLQGDpHQFDUDGRFRPRXPSURGXWRILQDOHQmRFRPRXPFRQMXQWRGHSURFHVVRVTXHGHYHVHU GHVHQYROYLGR HP HWDSDV GLVWLQWDV 'H VXEOLQKDU WDPEpP TXH D PDLRULD GRV SURIHVVRUHV FRQFRUGD TXH ´R HQVLQRGDHVFULWDGHYHVHUDUWLFXODGRFRPRXWURVFRQWH~GRVµTXH´HVWiUHODFLRQDGRFRPDTXDOLGDGHHRWLSR GHHVWUDWpJLDVXWLOL]DGDVµFRQVLGHUDQGRIXQGDPHQWDOD´VRFLDOL]DomRGRVHVFULWRVGRVDOXQRVµ&RQILUPDPVH DVVLP DV RSLQL}HV TXH RV SURIHVVRUHV PDQLIHVWDP VREUH D LQIOXrQFLD GDV Do}HV GH IRUPDomR QR VHX GHVHQYROYLPHQWRGLGiWLFRSHGDJyJLFRGDSURGXomRWH[WXDOUHIHULGDVQREORFRDQWHULRU&RQVWDWDPRVDLQGD TXH D PDLRULDGRV SURIHVVRUHV FRQFRUGD TXH ´DV XQLGDGHV FXUULFXODUHV GRV FXUVRV GH IRUPDomR LQLFLDO H RV FXUVRVGHIRUPDomRFRQWtQXDVmRIXQGDPHQWDLVSDUDRHQVLQRGDHVFULWDµ(VWDVRSLQL}HVPDQLIHVWDGDVSHORV SURIHVVRUHVYmRDRHQFRQWURGDVFRQFOXV}HVGRVUHODWyULRVGD2&'(H7$/,6DQWHULRUPHQWHUHIHULGRV Forum linguist., Florianópolis, v. 8, n. 1, p. 23-39, jan./jun. 2011 30 Tabela 1 - Principais conceções dos professores sobre o ensino da escrita: Afirmação Professores COM ações de formação contínua 2HQVLQRGDHVFULWDGHYHVHUFHQWUDGRHP SURFHVVRVGHHVFULWD Professores SEM ações de formação contínua GLVFRUGDRXQmRWHPRSLQLmR 2HQVLQRGDHVFULWDGHYHVHUDUWLFXODGRFRP RXWURVFRQWH~GRVHHVWiUHODFLRQDGRFRPD TXDOLGDGHHWLSRGHHVWUDWpJLDVXWLOL]DGDV FRQFRUGD eIXQGDPHQWDODVRFLDOL]DomRGRVHVFULWRV FRQFRUGD $VXQLGDGHVFXUULFXODUHVGRVFXUVRVGH IRUPDomRLQLFLDOHRVFXUVRVGHIRUPDomR FRQWtQXDVmRIXQGDPHQWDLVSDUDRHQVLQRGD HVFULWD FRQFRUGD 4.1.3 Bloco 3: processo de escrita 4.1.3.1 Atividades preparatórias de escrita de textos 1HVWH EORFR TXHVWLRQDPVH RV SURIHVVRUHV UHODWLYDPHQWH j IUHTXrQFLD FRP TXH UHDOL]DP GHWHUPLQDGDV DWLYLGDGHV GH SODQLILFDomR HQWUH DV TXDLV GHVWDFDPRV ´FRQVWUXLU FKXYDV GH LGHLDVµ ´UHDOL]DU HVTXHPDVµ ´HQWUHYLVWDU FROHJDVµ H ´FRQVWUXLU PDSDV FRQFHSWXDLVµ $V VXDV UHVSRVWDV HQFRQWUDPVH DSUHVHQWDGDV QRV JUiILFRVDHE Legenda: N - nunca R - raramente A - às vezes M - muitas vezes S - sempre Gráfico a Gráfico b Gráficos 1a e 1b - Frequência de realização de atividades de planificação, de professores que frequentaram formação (à esquerda) e sem formação (à direita). $RREVHUYDUPRVRGráfico 1aYHULILFDPRVTXHGRJUXSRGHSURIHVVRUHVTXHUHDOL]RXDo}HVGHIRUPDomRQRV ~OWLPRVDQRVGL]nuncaUHDOL]DUDWLYLGDGHVGHSODQLILFDomRraramenteàs vezesmuitas vezes H sempre 'R JUXSR GH SURIHVVRUHV TXH QmR UHDOL]RX Do}HV GH IRUPDomR UHIHUHP nunca UHDOL]DU DV DWLYLGDGHVGHSODQLILFDomRraramenteàs vezesmuitas vezesHsempre$SHVDUGHH[LVWLUXPD SHUFHQWDJHPPDLRUGHSURIHVVRUHVFRPIRUPDomRDDILUPDUTXHUHDOL]DPsempreDWLYLGDGHVGHSODQLILFDomR HPUHODomRDRVRXWURVSURIHVVRUHVWDPEpPDSHUFHQWDJHPGHSURIHVVRUHVFRPIRUPDomRTXHnunca HraramenteUHDOL]DPHVVDVDWLYLGDGHVpPDLRUHPFRPSDUDomRFRPRRXWURJUXSRGHSURIHVVRUHV (VWDFRQVWDWDomRSDUHFHQRVFRQWUDGLWyULDSRLVHUDHVSHFWiYHOTXHDSHUFHQWDJHPGRVSURIHVVRUHVFRP IRUPDomR TXH nunca H raramente UHDOL]D HVVDV DWLYLGDGHV SUHSDUDWyULDV IRVVH LQIHULRU DR RXWUR JUXSR 1R HQWDQWRWHQWDUHPRVHQFRQWUDUUHVSRVWDVSDUDHVWDDSDUHQWHFRQWUDGLomRQRGHFRUUHUGRWUDEDOKRFRPRVH YHUiDGLDQWH AZEVEDO; TEIXEIRA (Produção escrita no 1ºciclo...) 31 $LQGD UHODWLYDPHQWH j TXHVWmR DQWHULRU DWLYLGDGHV GH SODQLILFDomR D PDLRULD GRV SURIHVVRUHV PDQLIHVWDUDPDVRSLQL}HVDSUHVHQWDGDVQD7DEHOD$WLYLGDGHVGHSODQLILFDomRPDLVHPHQRVUHDOL]DGDVSRU SDUWHGHSURIHVVRUHVFRPHVHPDo}HVGHIRUPDomRFRQWtQXD Tabela 2 - Atividades de planificação mais e menos realizadas por parte de professores com e sem ações de formação contínua: Professores COM ações de Professores SEM ações de Incidência formação contínua formação contínua $WLYLGDGHV0(126 (QWUHYLVWDUFROHJDV UHDOL]DGDV 5HDOL]DUHVTXHPDVHOLVWDJHQV ([SORUDULQIRUPDo}HVLGHLDVRXRSLQL}HVQDVDODGHDXOD &RORFDUSHUJXQWDV $WLYLGDGHV0$,6UHDOL]DGDV /HUWH[WRVGLYHUVRV 5HFRUUHUDJUDYXUDV $QRWDUDVLGHLDVTXHRFRUUHP UHODFLRQDGDVFRPXPWySLFR 1DTabela 2SRGHPRVYHULILFDUFODUDPHQWHTXH´HQWUHYLVWDUFROHJDVµH´UHDOL]DUHVTXHPDVHOLVWDJHQVµVmR DV DWLYLGDGHV GH SODQLILFDomR PHQRV UHDOL]DGDV SHORV GRLV JUXSRV GH SURIHVVRUHV &RQVLGHUDPRV TXH GHVWH PRGR QmR VmR SURSRUFLRQDGDV DWLYLGDGHV TXH FRQGX]HP j SDUWLOKD GH LGHLDV H UHFRQVWUXomR GH XP FRQKHFLPHQWRFRQMXQWR 3RURXWURODGRDVDWLYLGDGHVPDLVUHDOL]DGDVSHORVGRLVJUXSRVGHSURIHVVRUHVVmR´H[SORUDULQIRUPDo}HV LGHLDVRXRSLQL}HVQDVDODGHDXODµH´FRORFDUSHUJXQWDVµ$RREVHUYDUPRVHVWDVSUiWLFDVSDUHFHQRVTXHD RUDOLGDGHDSDUHQWDHVWDUQDEDVHGDVDWLYLGDGHVGHSODQLILFDomRGDPDLRULDGRVSURIHVVRUHVTXHRGLiORJRD WURFDGHLGHLDVHRSLQL}HVVmRFRQVLGHUDGRVDVSHWRVIXQGDPHQWDLVQHVWDHWDSDGRSURFHVVRGHHVFULWD(VWH JpQHUR GH DWLYLGDGHV p VHP G~YLGD LPSRUWDQWH QR SODQHDPHQWR GH XP WH[WR QR HQWDQWR QmR VH GHYH GHVFRUDU D UHOHYkQFLD GD H[LVWrQFLD GH XP HVSDoR SDUD D FRQFUHWL]DomR H SDVVDJHP GHVVHV UHODWRV H H[SHULrQFLDVGHXPUHJLVWRRUDOSDUDXPUHJLVWRHVFULWR $DWLYLGDGH´OHUWH[WRVGLYHUVRVµpDPDLVUHDOL]DGDSHORJUXSRGHSURIHVVRUHVFRPIRUPDomRFRQWtQXDRTXH QRV OHYD D SHQVDU TXH HVWHV SURIHVVRUHV FRORFDP DR GLVSRU GRV DOXQRV XPD PDLRU GLYHUVLGDGH WH[WXDO 2 JUXSRGHSURIHVVRUHVVHPDo}HVGHIRUPDomRSUHIHUHR´UHFXUVRDJUDYXUDVµH´DQRWDUDVLGHLDVTXHRFRUUHP UHODFLRQDGDVFRPXPWySLFRµFRPRDWLYLGDGHVSUHSDUDWyULDVGDHVFULWDGHXPWH[WR 4.1.3.2 Atitudes do professor durante a escrita do texto 1HVWDTXHVWmRTXHUHPRVVDEHUTXDODIUHTXrQFLDGDVDWLWXGHVTXHRSURIHVVRUUHYHODGXUDQWHDHVFULWDGHXP WH[WRFRQFUHWDPHQWHQDHWDSDGDWH[WXDOL]DomR1RTXHVWLRQiULRVmRVXJHULGDVDOJXPDVDWLWXGHVGDVTXDLV GHVWDFDPRV´UHOHPEUDDSODQLILFDomRUHDOL]DGDµ´UHFRUGDRREMHWLYRGRWH[WRµ´LQWHUYpPGXUDQWHRSURFHVVR GHHVFULWDGRWH[WRµ´VXJHUHQRYRVUHFXUVRVGXUDQWHDHVFULWDGRWH[WRµ2VUHVXOWDGRVHVWmRVHJXLGDPHQWH DSUHVHQWDGRVQRVJUiILFRVDHE $R DQDOLVDUPRV RV gráficos 2a e 2b QRWDPRV TXH QRV GRLV JUXSRV GH SURIHVVRUHV QmR H[LVWH QHQKXPD DWLWXGHGDVVXJHULGDVTXHnuncaVHMDUHDOL]DGDRTXHSRVVLYHOPHQWHVLJQLILFDTXHGXUDQWHDHVFULWDGRWH[WR RVSURIHVVRUHVGHVHPSHQKDPXPSDSHODWLYR([LVWHXPDHOHYDGDSHUFHQWDJHPGHSURIHVVRUHVFRPHVHP IRUPDomRTXHDILUPDPTXHàs vezes ² - muitas vezes ²Hsempre ² WrPDVDWLWXGHVVXJHULGDV $SHUFHQWDJHPGHSURIHVVRUHVFRPIRUPDomRFRQWtQXDTXHraramenteGHPRQVWUDDTXHODVDWLWXGHVp VXSHULRUjSHUFHQWDJHPGRJUXSRGHSURIHVVRUHVVHPIRUPDomR$VVLPSDUHFHQRVTXHRVSURIHVVRUHV TXH QmR UHDOL]DUDP Do}HV GH IRUPDomR WrP DWLWXGHV H FRPSRUWDPHQWRV PDLV GLYHUVLILFDGRV DR ORQJR GD WH[WXDOL]DomR GR TXH R RXWUR JUXSR GH SURIHVVRUHV 6HUi LQIOXrQFLD GDV UHFHQWHV GLVFLSOLQDV GD iUHD GD GLGiWLFDQDIRUPDomRLQLFLDO" Forum linguist., Florianópolis, v. 8, n. 1, p. 23-39, jan./jun. 2011 32 Legenda: N - nunca R - raramente A - às vezes M - muitas vezes S - sempre Gráfico a Gráfico b Gráficos 2a e 2b - Atitudes durante a etapa de textualização de professores que frequentaram formação (à esquerda) e sem formação (à direita). $LQGD QD PHVPD TXHVWmR D PDLRULD GRV SURIHVVRUHV PDQLIHVWRX DV RSLQL}HV DSUHVHQWDGDV QD 7DEHOD Atitudes mais e menos frequentes dos processos durante a etapa de textualizaçãoHTXHDVHJXLUDQDOLVDUHPRV Tabela 3 - Atitudes mais e menos frequentes dos processos durante a etapa de textualização: Incidência Professores COM ações de formação contínua 0RWLYDURDOXQRQRGHFRUUHUGDHVFULWD 5HFRUGDURREMHWLYRGRWH[WRHID]HUFRUUHo}HV 0$,6IUHTXHQWHV 0(126IUHTXHQWHV Professores SEM ações de formação contínua 5HOHPEUDUDSODQLILFDomRHID]HU FRPHQWiULRVDRWH[WR 'HFLGLUFRPRDOXQRFRPR HVFUHYHURWH[WR ,QWHUYLUGXUDQWHRSURFHVVR )RPHQWDURDWRGHHVFULWDHP FRQMXQWR $SyVDOHLWXUDGDTabela 3YHULILFDPRVTXHDVDWLWXGHVPDLVIUHTXHQWHVQRVGRLVJUXSRVGHSURIHVVRUHVVmR ´PRWLYDURDOXQRQRGHFRUUHUGDHVFULWDµH´UHFRUGDURREMHWLYRGRWH[WRHID]HUFRUUHo}HVµ2VSURIHVVRUHV VHP IRUPDomR DFUHVFHQWDP DLQGD TXH IUHTXHQWHPHQWH UHOHPEUDP D SODQLILFDomR H ID]HP FRPHQWiULRV DR WH[WR QR GHFRUUHU GD HVFULWD 3HOR FRQWUiULR ´GHFLGLU FRP R DOXQRV FRPR HVFUHYHU R WH[WRµ H ´LQWHUYLU GXUDQWHRSURFHVVRGHHVFULWDµVmRDVDWLWXGHVPHQRVIUHTXHQWHVQRJUXSRGHSURIHVVRUHVFRPIRUPDomR-i QRRXWURJUXSRGHSURIHVVRUHVVHPIRUPDomR´IRPHQWDURDWRGHHVFULWDHPFRQMXQWRµpDDWLWXGHPHQRV IUHTXHQWH 3DUHFHQRV TXH HVWH ~OWLPR JUXSR GH SURIHVVRUHV HQFDUDUi HVWH HWDSD FRPR XP DWR LQGLYLGXDOL]DGRTXHDSHQDVUHIOHWHRWUDEDOKRGHXPHXPVyDOXQRQmRSHUPLWLQGRXPWUDEDOKRFRQMXQWR QXPDDWLWXGHFRRSHUDWLYDHPTXHWRGRVGHYHUmRSDUWLFLSDUSRVVLELOLWDQGRSDUWLOKDGHFRQKHFLPHQWRHWURFD GHH[SHULrQFLDV 4.1.3.3 Atividades de revisão de textos 1D TXHVWmR VREUH D IUHTXrQFLD FRP TXH RV SURIHVVRUHV UHDOL]DP DWLYLGDGHV GH UHYLVmR GH WH[WRV SRU H[HPSORDUHYLVmR´pH[HFXWDGDSHORVFROHJDVµ´OHYDjHVFULWDGRWH[WRDOLPSRµRX´RDOXQRFRPSDUDRVHX WH[WRFRPRXWURVWH[WRVµDVVXDVUHVSRVWDVHVWmRDVDSUHVHQWDGDVQRV*UiILFRVDHE AZEVEDO; TEIXEIRA (Produção escrita no 1ºciclo...) 33 Legenda: N - nunca R - raramente A - às vezes M - muitas vezes S - sempre Gráfico a Gráfico b Gráficos 3a e 3b - Frequência com que professores que frequentaram formação (à esquerda) e sem formação (à direita) realizaram atividades de revisão de textos. &RPR SRGHPRV FRQVWDWDU QR Gráfico 3a GRV SURIHVVRUHV FRP IRUPDomR DILUPDP nunca UHDOL]DU DV DWLYLGDGHVGHUHYLVmRVXJHULGDVDILUPDomRHVWDTXHQmRVHYHULILFDQRJUXSRGHSURIHVVRUHVVHPIRUPDomR &RQWLQXD D YHULILFDUVH XPD PDLRU SHUFHQWDJHP GH SURIHVVRUHV FRP IRUPDomR TXH GL] nunca H raramenteUHDOL]DUDVUHIHULGDVDWLYLGDGHVHPFRPSDUDomRFRPRRXWURJUXSR0DLVXPDYH]WHQGR HP DWHQomR HVWHV YDORUHV YHULILFDPRV TXH RV SURIHVVRUHV TXH QmR UHDOL]DUDP Do}HV GH IRUPDomR HIHWLYDP DWLYLGDGHVGHUHYLVmRPDLVGLYHUVLILFDGDVGRTXHRRXWURJUXSRGHSURIHVVRUHV6HUiTXHDVDo}HVGHIRUPDomR QmR FRQVWLWXHP PRPHQWRV GH DSUHQGL]DJHP SDUD RV VHXV IRUPDQGRV" 2X VHUi TXH RV SURIHVVRUHV VHP IRUPDomR RSWDP SRU H[HPSOR SRU XPD PHWRGRORJLD GH WUDEDOKR FROHJLDO HP YH] GH FROPDWDU ODFXQDV VHQWLGDV" 7DPEpP QR TXH GL] UHVSHLWR j TXHVWmR GH DWLYLGDGHV GH UHYLVmR GH WH[WRV D PDLRULD GRV SURIHVVRUHV PDQLIHVWDDVRSLQL}HVDSUHVHQWDGDVQD7DEHOD Tabela 4 - Incidência da realização de atividades de revisão de textos em professores com e sem formação contínua: Professores COM ações de formação contínua Incidência 6ROLFLWDomRGRDOXQRQDUHDOL]DomRGHVWDHWDSD &RPSDUDomRGRVVHXVWH[WRVFRPRVGRVFROHJDV 0$,6IUHTXHQWHV 0(126IUHTXHQWHV Professores SEM ações de formação contínua (VFULWDGRWH[WRDOLPSR $UHYLVmRpH[HFXWDGDSHORVFROHJDV (P UHODomR j Tabela 4 DV DWLYLGDGHV GH UHYLVmR PDLV IUHTXHQWHV QRV GRLV JUXSRV GH SURIHVVRUHV VmR D ´VROLFLWDomR GR DOXQR QD UHDOL]DomR GHVWD HWDSDµ H D ´FRPSDUDomR GRV VHXV WH[WRV FRP RV GRV FROHJDVµ &RQWXGRQmRILFDH[SOtFLWRTXHDVSHWRVGRDWRGDUHYLVmRVmRVROLFLWDGRVDRVDOXQRVHGHTXHPRGRUHDOL]DP DFRPSDUDomRGRVVHXVWH[WRVFRPRVGRVFROHJDV$´HVFULWDGRWH[WRDOLPSRµpDSHQDVPDLVIUHTXHQWHQR JUXSR GH SURIHVVRUHV VHP IRUPDomR FRQWtQXD $ ´UHYLVmR H[HFXWDGD SHORV FROHJDVµ p D DWLYLGDGH TXH RV SURIHVVRUHVPHQFLRQDPVHUDPHQRVIUHTXHQWHRTXHDQRVVRYHUQmRVHWRUQDHQULTXHFHGRUHPWHUPRVGH DSUHQGL]DJHPSDUDRVDOXQRVSRLVSHUGHPDWURFDGHRSLQL}HVMiPHQFLRQDGRDQWHULRUPHQWHGHFRQIURQWR GHLGHLDVHFRQVHTXHQWHPHQWHGHPHOKRULDGDHVFULWD Forum linguist., Florianópolis, v. 8, n. 1, p. 23-39, jan./jun. 2011 34 4.1.3.4 Tempo dedicado às etapas de escrita de textos e constituição de grupos de trabalho $VWDEHODVTXHVHVHJXHP7DEHODTempo dedicado às etapas do processo de escrita7DEHODFormação de grupos para a realização das etapas do processo de escrita PRVWUDPQRVRWHPSRGHGLFDGRSHORVSURIHVVRUHVjV HWDSDVGHHVFULWDHDFRQVWLWXLomRGHJUXSRVGHWUDEDOKRSDUDDVXDUHDOL]DomRWHQGRQyVRSWDGRSRUID]HU XPDDQiOLVHGHFRQMXQWRMXOJDQGRDVVLPREWHUXPDPHOKRULQWHUSUHWDomRGRVGDGRVREWLGRV Tabela 5 - Tempo dedicado às etapas do processo de escrita: Tempo Planificação Textualização Revisão PLQ PLQK K²KHPLQ PLQ PLQK K²KHPLQ PLQ PLQK K²KHPLQ Alunos com professores COM ações de formação contínua (%) Alunos com professores SEM ações de formação contínua (%) Tabela 6 - Formação de grupos para a realização das etapas do processo de escrita: Planificação Alunos com professores COM ações de formação contínua (%) Alunos com professores SEM ações de formação contínua (%) Textualização Revisão Formação de grupos $WUDYpVGDDQiOLVHGDVtabelas 5 e 6REVHUYDPRVTXHRVSURIHVVRUHVTXHIUHTXHQWDUDPDo}HVGHIRUPDomR FRQWtQXDDILUPDPGHGLFDUPDLVWHPSRjHWDSDGHWH[WXDOL]DomR²GRVSURIHVVRUHVGHGLFDPHQWUHKHK HPLQGRTXHjVHWDSDVGHUHYLVmRHSODQLILFDomRVHQGRHVWD~OWLPDDTXHODDTXHGHGLFDPPHQRVWHPSR 3HOR FRQWUiULR QRV SURIHVVRUHV TXH QmR IUHTXHQWDUDP Do}HV GH IRUPDomR FRQWtQXD QmR VH YHULILFD XPD JUDQGH GLVFUHSkQFLD HP UHODomR DR WHPSR GHGLFDGR jV GLIHUHQWHV HWDSDV GR SURFHVVR GH HVFULWD VHQGR QR HQWDQWRWDPEpPGDGDPDLVUHOHYkQFLDjHWDSDGDWH[WXDOL]DomR²GRVSURIHVVRUHVGHGLFDPHQWUHKHK H PLQ $ FRQILUPDU PDLV XPD YH] D rQIDVH QD HWDSD GD WH[WXDOL]DomR HP GHWULPHQWR GDV HWDSDV GH SODQLILFDomRHUHYLVmRFRQVWDWDPRVTXHDIRUPDomRGHJUXSRVVHYHULILFDPDLVIUHTXHQWHPHQWH²H QD UHDOL]DomR GH DWLYLGDGHV GH WH[WXDOL]DomR 6RPRV OHYDGRV D FUHU TXH GH XP PRGR JHUDO R WH[WR FRPR SURGXWRILQDOFRQWLQXDDHVWDUQRFHQWURGDV´SUHRFXSDo}HVµGRVGRFHQWHV 4.2 Questionários dos alunos 4.2.1 Bloco 1: atividades de língua portuguesa 1D 7DEHOD Realização de atividades relacionadas com a língua portuguesa p SRVVtYHO YHULILFDU RV UHVXOWDGRV REWLGRV UHODWLYDPHQWH j TXHVWmR GD IUHTXrQFLD GH H[HFXomR GH DWLYLGDGHV TXH VH SUHQGHP FRP D OtQJXD SRUWXJXHVD AZEVEDO; TEIXEIRA (Produção escrita no 1ºciclo...) 35 Tabela 7 - Realização de atividades relacionadas com a língua portuguesa: Realização de atividades relacionadas com a língua portuguesa Professores COM ações de formação contínua (VFUHYHUDYLVRV Professores SEM ações de formação contínua $PDLRULDUHDOL]DjVYH]HV /HURXWURVWH[WRVTXHQmRVHMDPRVGROLYUR GHOtQJXDSRUWXJXHVD $PDLRULDUHDOL]DPXLWDVYH]HV 2XYLUDOHLWXUDGHWH[WRVIHLWDSHORSURIHVVRU $PDLRULDUHDOL]DVHPSUH (VFUHYHUWH[WRVVHPRSURIHVVRUSHGLU (VFUHYHUWH[WRVHPJUXSR (VFUHYHUKLVWyULDVDSDUWLUGHLPDJHQV (VFUHYHUFDUWDV )D]HUGHVHQKRVVREUHKLVWyULDVRXWH[WRV $PDLRULDUHVSRQGHXQXQFDUHDOL]DU VYH]HV 1XQFD $PDLRULDUHDOL]DjVYH]HV $PDLRULDUHDOL]DUDUDPHQWH $PDLRULDUHDOL]DPXLWDVYH]HV /HUHPVLOrQFLR $PDLRULDUHDOL]DVHPSUH 'UDPDWL]DUID]HUWHDWURKLVWyULDV $PDLRULDUHDOL]DjVYH]HV 1XPD SULPHLUD REVHUYDomR GD Tabela 7 SRGHPRV YHULILFDU TXH QmR H[LVWHP GLVFUHSkQFLDV QDV UHVSRVWDV HQWUH RV DOXQRV TXH WLYHUDP SURIHVVRUHV FRP H VHP IRUPDomR FRQWtQXD UHDOL]DGD QRV ~OWLPRV FLQFR DQRV DSHQDVDDWLYLGDGH´HVFUHYHUWH[WRVHPJUXSRµWHYHGLIHUHQWHVUHVXOWDGRV3RUXPODGRDVDWLYLGDGHVTXHD PDLRULDGRVSURIHVVRUHVUHIHUHTXHUHDOL]DVHPSUHVmR´RXYLUDOHLWXUDGHWH[WRVIHLWDSHORSURIHVVRUµH´OHU HP VLOrQFLRµ SRU RXWUR D DWLYLGDGH TXH p UDUDPHQWH UHDOL]DGD SHORV GRLV JUXSRV GH DOXQRV p ´HVFUHYHU FDUWDVµ2XWUDVDWLYLGDGHVTXHVmRPXLWDVYH]HVUHDOL]DGDVVmR´OHURXWURVWH[WRVTXHQmRVHMDPRVGROLYUR GHOtQJXDSRUWXJXHVDµH´ID]HUGHVHQKRVVREUHKLVWyULDVRXWH[WRVµ 3RGHPRVFRQVWDWDUGHVWDDQiOLVHTXHDPDLRULDGDVDWLYLGDGHVTXHVmRUHDOL]DGDVFRPPDLRUIUHTXrQFLDHVWmR UHODFLRQDGDV FRP D OHLWXUD 4XDQWR j VHPHOKDQoD HQWUH DV UHVSRVWDV REWLGDV RXWUR IDFWR TXH PHUHFH VHU UHDOoDGR OHYDQRV D SRQGHUDU D SRVVLELOLGDGH GH DV SUiWLFDV GH VDOD GH DXOD GH DPERV RV JUXSRV GH SURIHVVRUHVVHUHPVHPHOKDQWHVDVVHQWHVQXPVDEHUURWLQHLURQmRSULYLOHJLDQGRDGLYHUVLGDGHGHDWLYLGDGHV GHOtQJXDSRUWXJXHVD 4.2.2 Bloco 2: processo de escrita $RHIHWXDUPRVDUHFROKDGRVGDGRVUHJLVWDGRVQRVTXHVWLRQiULRVYHULILFDPRVTXHGXDVWXUPDVGRDQRFRP SURIHVVRUHVTXHQmRUHDOL]DUDPIRUPDomRFRQWtQXDQRV~OWLPRVFLQFRDQRVDSHQDVSUHHQFKHUDPREORFR GHVWLQDGRjVDWLYLGDGHVUHODFLRQDGDVFRPDOtQJXDSRUWXJXHVD$LQGDRXWUDSURIHVVRUDGRDQRUHFXVRXR SUHHQFKLPHQWRGRTXHVWLRQiULRTXHUSRUVLTXHUSHORVDOXQRVMXVWLILFDQGRTXHHVWHQmRVHDGHTXDYDDRDQR GHHVFRODULGDGHTXHOHFLRQDYD(VWHIDFWROHYDQRVDLQIHULUTXHDSURGXomRWH[WXDOpWDUGLDPHQWHDERUGDGD HP VDOD GH DXOD SURYDYHOPHQWH WDPEpP SRU PXLWRV RXWURV SURIHVVRUHV FRQVLGHUDQGR TXH DV HWDSDV GR SURFHVVRGHHVFULWDDSHQDVSRGHPVHUH[SORUDGDVTXDQGRRVDOXQRVGRPLQDPQDWRWDOLGDGHRFyGLJRHVFULWR )DFWR FRP R TXDO GLVFRUGDPRV SRLV VRPRV GH RSLQLmR TXH DV GLIHUHQWHV HWDSDV GR SURFHVVR GH HVFULWD VH GHYHP H SRGHP LPSOHPHQWDU VHPSUH GH DFRUGR FRP R GHVHQYROYLPHQWR FRJQLWLYR GRV DOXQRV GD WXUPD &ODURHVWiTXHpLPSRUWDQWHWHUHPDWHQomRDVGLIHUHQoDVGHVVHPHVPRGHVHQYROYLPHQWRSRLVRVDOXQRVQmR VmR´XPDWiEXDUDVDµGHFRQKHFLPHQWRV 4.2.2.1 Atividades preparatórias de escrita de textos &RP R LQWXLWR GH SHUFHEHUPRV FRP TXH IUHTXrQFLD VmR UHDOL]DGDV DWLYLGDGHV SUHSDUDWyULDV GH HVFULWD GH WH[WRVVmRVXJHULGDVQRVTXHVWLRQiULRVDOJXPDVDWLYLGDGHVDRVDOXQRVGDVTXDLVVHVDOLHQWDP´FRQVWUXLU FKXYDVGHLGHLDVµ´UHDOL]DUHVTXHPDVµ´HQWUHYLVWDUFROHJDVµ´FRQVWUXLUPDSDVFRQFHSWXDLVµ(QFRQWUDPVH UHJLVWDGRVQRVJUiILFRVRVUHVXOWDGRVTXHREWLYHPRV Forum linguist., Florianópolis, v. 8, n. 1, p. 23-39, jan./jun. 2011 36 Legenda: N - nunca R - raramente A - às vezes M - muitas vezes S - sempre Gráfico a Gráfico b Gráficos 4a e 4b - Atividades de planificação levadas a cabo pelos alunos sobre a vigência de professores com formação contínua (à esquerda) e sem formação (à direita). 2EVHUYDPRV DVVLP QR Gráfico 4a TXH GRV DOXQRV GH SURIHVVRUHV TXH UHDOL]DP Do}HV GH IRUPDomR DILUPDPTXHnunca²Hraramente²UHDOL]DPDVDWLYLGDGHVGHSODQLILFDomRVXJHULGDVHQTXDQWR TXHGRVDOXQRVGRRXWURJUXSRGHSURIHVVRUHVID]DPHVPDDILUPDomR$IHULPRVDVVLPTXHQmRH[LVWH FRQFRUGkQFLD HQWUH DV UHVSRVWDV GRV DOXQRV H GRV SURIHVVRUHV TXH QmR WrP UHDOL]DGR Do}HV GH IRUPDomR SRUTXHGRVSURIHVVRUHVGL]TXH nuncaHraramenteUHDOL]DPDVDWLYLGDGHVSURSRVWDVHPRSRVLomRDRV DILUPDGRV SHORV DOXQRV (VWD GLVFUHSkQFLD SRGHUi VHU H[SOLFDGD SHOR IDFWR GH RV SURIHVVRUHV UHVSRQGHUHPGDIRUPDTXHFRQVLGHUDPVHUHVSHFWiYHOHQmRGHDFRUGRFRPDVXDSUiWLFDSHGDJyJLFD 4.2.2.2. Atitudes do professor durante a escrita do texto $VUHVSRVWDVGRVDOXQRVjTXHVWmRVREUHDUHDOL]DomRGHDWLYLGDGHVGXUDQWHDHVFULWDGHWH[WRHQWUHDVTXDLV ´UHOHPEUDDSODQLILFDomRUHDOL]DGDµ´UHFRUGDRREMHWLYRGRWH[WRµ´LQWHUYpPGXUDQWHRSURFHVVRGHHVFULWD GRWH[WRµH´VXJHUHQRYRVUHFXUVRVGXUDQWHDHVFULWDGRWH[WRµHQFRQWUDPVHDSUHVHQWDGDVQRV*UiILFRVDH ETXHSDVVDPRVDDQDOLVDUVHJXLGDPHQWH Legenda: N - nunca R - raramente A - às vezes M - muitas vezes S - sempre Gráfico a Gráfico b Gráficos 5a e 5b - Atitudes do professor durante a etapa de textualização, sobre a perspetiva do aluno. (à esquerda, professores que frequentaram formação e à direita, professores sem formação contínua). 3RGHPRVFRQVWDWDUDSDUWLUGDREVHUYDomRGRVJUiILFRVDQWHULRUHVTXHH[LVWHXPDGLIHUHQoDVLJQLILFDWLYDQD IUHTXrQFLD GD PDQLIHVWDomR GDV DWLWXGHV GRV SURIHVVRUHV GXUDQWH D WH[WXDOL]DomR VHJXQGR RSLQLmR GRV DOXQRV6HSRUXPODGRGRVDOXQRVFRPSURIHVVRUHVTXHUHDOL]DPDo}HVGHIRUPDomRnuncaHraramente WrP DV DWLWXGHV VXJHULGDV SRU RXWUR ODGR PDLV GR GREUR GRV DOXQRV FRP SURIHVVRUHV TXH QmR AZEVEDO; TEIXEIRA (Produção escrita no 1ºciclo...) 37 UHDOL]DP IRUPDomR ID]HP D PHVPD DILUPDomR 0DLV XPD YH] HVWHV GDGRV VmR EDVWDQWH FRQWUDGLWyULRV HP FRPSDUDomRFRPDLQIRUPDomRREWLGDQRVLQTXpULWRVGRVSURIHVVRUHVVHPIRUPDomRSRLVGRVSURIHVVRUHV GL]TXHnuncaHraramentePDQLIHVWDPDVDWLWXGHVSURSRVWDVHPRSRVLomRDRVDILUPDGRVSHORVDOXQRV 6HQGRRVSURIHVVRUHVLQWHUYHQLHQWHVDWLYRVQHVWDHWDSDVHJXQGRHOHVSUySULRVVHUOKHViGLItFLOWHUSHUFHomR GDVVXDVDWLWXGHVGXUDQWHDVXDSUiWLFDSHGDJyJLFDOHYDQGRRVDUHVSRQGHUGHGLIHUHQWHPRGRGRVDOXQRVR TXHSRGHUiWHUOHYDGRDHVWDGLIHUHQoDQRVUHVXOWDGRV 4.2.2.3. Atividades de revisão de textos )LQDOPHQWH VREUH D IUHTXrQFLD GH UHDOL]DomR GDV DWLYLGDGHV GH UHYLVmR GH WH[WRV VXJHULGDV FRPR SRU H[HPSORVH´pH[HFXWDGDSHORVFROHJDVµ´OHYDDHVFULWDGRWH[WRDlimpoµRX´RDOXQRFRPSDUDRVHXWH[WR FRPRXWURVWH[WRVµRVUHVXOWDGRVHQFRQWUDPVHGHPRQVWUDGRVQRVJUiILFRVDHEDEDL[RUHJLVWDGRV Legenda: N - nunca R - raramente A - às vezes M - muitas vezes S - sempre Gráfico a Gráfico b Gráficos 6a e 6b - Atividades dos alunos, durante a etapa de revisão, sob a vigência de professores que frequentaram formações (à esquerda) e que não frequentaram ações de formação (à direita). 1DDQiOLVHGRVGráficos 6a e 6b,REVHUYDPRVDPDLRUGLVFUHSkQFLDGHRSLQL}HVH[LVWHQWHHPWRGRRHVWXGR 9HULILFDPRVTXHH[LVWHXPDJUDQGHSHUFHQWDJHPGHDOXQRVGRVDOXQRVFRPSURIHVVRUHVFRPIRUPDomR HGRVDOXQRVFRPSURIHVVRUHVVHPIRUPDomRDDILUPDUTXHnuncaHraramenteUHDOL]DPDVDWLYLGDGHVGH UHYLVmRVXJHULGDVQRVLQTXpULWRVHQTXDQWRTXHDSHUFHQWDJHPGHSURIHVVRUHVTXHWrPDPHVPDRSLQLmRpGH HUHVSHWLYDPHQWH$VVLPVHQGRSDUHFHQRVTXHHVWDpDHWDSDGRSURFHVVRGHHVFULWDHPTXHRV SURIHVVRUHVPHQRVGLYHUVLILFDPDVVXDVSUiWLFDVSHGDJyJLFDVTXHDILUPDPTXHRVDOXQRVFRPSDUDPRVVHXV WH[WRVPDVTXHUDUDPHQWHDUHYLVmRpH[HFXWDGDSHORVFROHJDV6HUiTXHFRPSDUDPUHDOPHQWHRVWH[WRVRX ID]HPXPDDYDOLDomRVXSHUILFLDOFRPSDUDQGRDFRPDGRVFROHJDV"3RURXWURODGRSRGHUmRRVSURIHVVRUHV UHDOL]DU GLYHUVDV DWLYLGDGHV GH UHYLVmR VHP DV H[SOLFLWDUHP DRV DOXQRV OHYDQGRRV D XPD QmR FRQFLHQFLDOL]DomRGRWUDEDOKRTXHHVWmRDGHVHQYROYHU" 5 CONSIDERAÇÕES FINAIS 2SURIHVVRUGHYHRUJDQL]DUVLWXDo}HVHLQVWUXPHQWRVTXHSHUPLWDPH[WHULRUL]DUHPDQLIHVWDURSURFHVVRGH DSUHQGL]DJHPTXHRDOXQRVHJXHDRPHVPRWHPSRTXHGmRDRDOXQRDVDMXGDVQHFHVViULDVSDUDLUDYDQoDQGR DWLYDHDXWRQRPDPHQWH'HYHDLQGDVXSHUYLVLRQDUHSURPRYHURLQWHUFkPELRHQWUHJUXSRVDSHUFHEHQGRVH GDVQHFHVVLGDGHVGHFDGDDOXQRDGHTXDQGRRXDGDSWDQGRDVXDDWLYLGDGH6HL[SGL]QRVTXHD IXQomR GR SURIHVVRU ´FHQWUDVH IXQGDPHQWDOPHQWH QD SODQLILFDomR GH WDUHIDV HP TXH R DOXQR SRVVD VHU UHDOPHQWHRSURWDJRQLVWDQDDSUHVHQWDomRGHPRGHORVDSRLRVHRULHQWDo}HVTXHJXLHPHIDFLOLWHPDWDUHIDµ 1HVWHHVWXGRYHULILFDPRVTXHDPDLRULDGRVSURIHVVRUHVLQTXLULGRVWHPFRPRIRUPDomRLQLFLDOR0DJLVWpULR 3ULPiULRRXDIRUPDomRGH3URIHVVRUHVGH(QVLQR%iVLFR'HVWHFRQMXQWRGHSURIHVVRUHVFHUFDGHPHWDGH QmR UHDOL]RX TXDOTXHU WLSR GH IRUPDomR FRQWtQXD UHODFLRQDGD FRP D OtQJXD SRUWXJXHVD H RV UHVWDQWHV IUHTXHQWDUDPDDomRGHIRUPDomRQRkPELWRGR3URJUDPD1DFLRQDOGR(QVLQRGR3RUWXJXrV Forum linguist., Florianópolis, v. 8, n. 1, p. 23-39, jan./jun. 2011 38 1R TXH FRQFHUQH jV VXDV FRQFHo}HV VREUH D UHOHYkQFLD GD IRUPDomR FRQWtQXD H LQLFLDO SDUD R HQVLQR GD HVFULWDQmRVHYHULILFDPGLVFUHSkQFLDVVLJQLILFDWLYDVHQWUHRVGRLVJUXSRVGHSURIHVVRUHVUHFRQKHFHQGRDVXD LPSRUWkQFLDHLQIOXrQFLDQRVHXGHVHQYROYLPHQWRGLGiWLFRSHGDJyJLFR &RQWXGR p SHUWLQHQWH ID]HU XPD DQiOLVH FRPSDUDWLYD HQWUH RV UHVXOWDGRV REWLGRV QRV LQTXpULWRV GRV SURIHVVRUHVHRVUHVXOWDGRVUHFROKLGRVQRVLQTXpULWRVGRVVHXVDOXQRV 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