A oficina de escrita como estratégia para a promoção da autonomia dos alunos

Abstract

The school is the institution that ensures the formation of active, critical and autonomous citizens (Portugal, Ministério da Educação, 2018), so it has the responsibility of teaching the knowledge and procedures necessary for students´ future. These include writing as an activity necessary for today´s social and professional life (Barbeiro e Pereira, 2007, p.5). The teaching of writing in Portugal begins with literacy, in the 1st cycle of education, and continues until the end of compulsory education, focusing on the mastery of various textual typologies, which allow students to write autonomously. This research project, carried out within the scope of the teaching practicum, has the main goal of promoting the autonomy of high school students in writing. In order to achieve this goal, two intervention cycles were developed, oriented to the explicit work of writing in its different phases: planning, translating and reviewing (Flower e Hayes, 1980, pp. 12-13). The writing workshops (Calkins, 1989, Cassany, 1990, Vilas-Boas, 2001), complemented by supporting writing strategies, was the methodology tested in this project. The results of this investigation, collected from the documentary analysis of the students' texts, a research diary and the questionnaires applied, demonstrated the effectiveness of the writing workshops in raising awareness of the complexity of writing and promoting the autonomy of the students in writing activities.