Textual review as a form of reflective evaluation and interactive construction between teacher and student
The present work deals with the problem of textual evaluation from the perspective textual-interactive (RUIZ, 2001). After theoretical studies on the subject (FUZER, 2012; FUZER; WEBER, 2012; MENEGASSI, GASPAROTTO, 2013, 2016), the objective is to explain the importance and meaning of methodological...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual de Ponta Grossa (UEPG) |
| Repositorio: | Olhar de Professor (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:uepg.br:article/16268 |
| Acceso en línea: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16268 |
| Access Level: | acceso abierto |
| Palabra clave: | Interação. Produção textual. Perspectiva de correção textual-interativa. Revisão textual. Interaction. Text production. Perspective of textual-interactive correction. Textual revision. Interacción. Producción de textos. Perspectiva de la corrección textual-interactiva. Revisión textual. |
| Sumario: | The present work deals with the problem of textual evaluation from the perspective textual-interactive (RUIZ, 2001). After theoretical studies on the subject (FUZER, 2012; FUZER; WEBER, 2012; MENEGASSI, GASPAROTTO, 2013, 2016), the objective is to explain the importance and meaning of methodological strategies, such as guidance notes, notes, questions and comments, have in improving written production, since they represent a dialogical tool used between teacher and student in order to review and qualify the text. Through examples that are based on this perspective of evaluation, the relevance of the textual review is evidenced from this interactive bias. As a result of the research, because they are based on an interactive conception of language and on a procedural understanding of the text, they allow the student to get in touch with their production in a different way from the traditional correction, which makes them differentiated teaching methodologies. |
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