SANTOS, J. S.; http://lattes.cnpq.br/7488589618025665; SANTOS, Joelma da Silva.
Resumo:
Every time, we are making use of writing in our day to day without even realizing
what makes us conclude that we do not write by writing, but one with purpose and
intentionality. However, students who come to the university have shown serious
problems of writing. They claim, including not knowing how to write, since the
school does not give them shares of writing, considering effective social practices.
These students when faced with the practice of university writing feel helpless
because they are being asked to write critically and reflectively, paying attention to
the micro-structural features of the text (morphological and syntactic features) and
for macro-structural aspects (organization that expresses a shared knowledge,
new information, explanation and conclusion). Thus, understanding to the teaching
of writing, as an object of teaching and learning, a constant challenge for teachers
and students, we at this present research to achieve two objectives: 1) Check how
the guidelines corrections received from teacher trainer to incorporate the new
versions of the text of the students of Humanities and what kind of correction was
used by the teacher, as impacts of teaching and learning of writing about these
texts, and 2) Identify the impacts that the disciplines Practice Reading and
Production Texts I and II (PLPT) cause the freshmen students in the course of Arts
(identified in the design of writing, reading, teaching methodology, cornucting and
rewriting). The research is descriptive and interpretative qualitative, whose corpus
includes: set of questions representing proposals for social and university writing,
students' texts considered Beginner (I), Medium (M) and Proficient (P): in its first
and second versions; questionnaire administered by the teacher on the first day of
school, discipline PLPT I; questionnaire applied by us in the discipline mentioned,
semi-structured interviews conducted with students in focus, discipline PLPT II,
and a questionnaire answered by students after having completed subjects in
focus. Our research is based on the socio-interactionist approach discursive
writing, the results indicate that the academic education offered in the course of
Humanities, has caused an impact, although in its infancy, yet the :exts of the
students I and M, and the method of university education led to changes on the
design of writing and ways of understanding the students' writing I, M and P, as in
university they need to read and write beyond what they were requied in Basic
Education (EF) and in high school (EM). With these results, we concluded that
students come to university bringing with gaps in relation to the macro-and microreflecting,
in their texts produced in the academy, which undergo changes after the
suggestions of the teacher's rewritten and rewritten students. This leads us to
conclude that among the study know about writing and how to write effectively is a
great distance. So we can not teach writing, talking about writing that have
effectively put the students to write, preferably from different literacy practices not
on\y from university but from other social organizations, according to their own
needs.