Abstract
RESUMO A escrita colaborativa por díades em sala de aula é uma situação didática que coloca alunos dialogando para construir um único texto, ao contrário da escrita individual, em que normalmente se escreve sozinho e em silêncio. Filiado à Genética Textual, a partir de uma abordagem enunciativa, este trabalho desenvolveu um estudo comparativo com o objetivo de evidenciar as vantagens e/ou desvantagens da escrita em colaboração. Três categorias serviram de parâmetro analítico: a) a extensão textual, medida através do número de palavras; b) a incidência de erros ortográficos; c) o número de rasuras. A amostra do estudo foi definida por conveniência e compreende 8 manuscritos, sendo 4 produzidos individualmente e 4 produzidos em duplas. Os alunos são do 2o ano do ensino fundamental, com idades entre 7 e 8 anos. Os dados foram coletados durante o desenvolvimento de um projeto didático intitulado “Contos do como e do porquê” no ano de 2012 em uma escola privada, respeitando as condições ecológicas do contexto escolar. As análises mostraram que, colaborativamente, os alunos escreveram, em média, textos 34% mais longos do que individualmente, produziram 170% a mais de rasuras e 10% a mais de erros que no formato individual.
Highlights
Collaborative writing (DAIUTE; DALTON, 1993; VASS et al, 2008; WIGGLESWORTH; STORCH, 2009), conversational writing (APOTHELOZ, 2001, 2005; GAULMYN; BOUCHARD; RABATEL, 2001; CAMPS et al, 2001) or cooperative writing (BRASSAC, 2001) is a situation in which two or more participants assume the task of writing a single text jointly through dialog
“oral-graphic” situations are still often ignored by researchers, since “[...] studies on the oral fall on talks without writing and reading activities and studies on written texts fall on the finished products and not on the process of their production.” (GAULMYN, BOUCHARD; RABATEL, 2001, p. 31)1
In order to determine whether there were identifiable differences in the texts written by students individually and in pairs, the texts were analyzed in relation to the extension, the number of spelling errors and the number of erasures
Summary
Collaborative writing (DAIUTE; DALTON, 1993; VASS et al, 2008; WIGGLESWORTH; STORCH, 2009), conversational writing (APOTHELOZ, 2001, 2005; GAULMYN; BOUCHARD; RABATEL, 2001; CAMPS et al, 2001) or cooperative writing (BRASSAC, 2001) is a situation in which two or more participants assume the task of writing a single text jointly through dialog. 09), the collaborative writing situations, called “conversational writing” are privileged situations when both the writing coming forth from orality, as well as orality creating writing are observed. These authors relate that there is a growing interest of research toward the textual genesis, Gaulmyn mentions that these. “oral-graphic” situations are still often ignored by researchers, since “[...] studies on the oral fall on talks without writing and reading activities and studies on written texts fall on the finished products and not on the process of their production.” As we shall see, such work exposes investigations in different contexts and with different types of subject, but they all have one thing in common: they analyze the advantages and/or disadvantages of collaborative writing
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