Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-01T13:10:03Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-01T13:10:13Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-09-05T19:53:03Z (GMT) No. of bitstreams: 2 Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-05T19:53:30Z (GMT). No. of bitstreams: 2 Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-06-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / O estudo aqui apresentado teve como objetivo geral verificar nas produções textuais de alunos do 3º ano do ciclo de alfabetização, se houve e quais foram as mudanças ocorridas nos componentes linguístico e convencional a partir de uma intervenção pedagógica ancorada no construto da autorregulação da aprendizagem que investiu no ensino explícito e uso de estratégias autorregulatórias nas fases de planejamento, execução e avaliação da escrita dos textos. Durante o período de intervenção pedagógica foram realizadas, semanalmente, oficinas que tiveram como principal estratégia a utilização do livro As Travessuras do Amarelo a partir do qual foram elaboradas atividades relacionadas à escrita de textos. No decorrer da intervenção, investiu-se no ensino e incentivo ao uso de estratégias autorregulatórias nas fases de planejamento, execução e avaliação da tarefa. Os dados para a avaliação das mudanças ocorridas na escrita de textos foram coletados por meio de produções de textos e entrevista realizada após a conclusão da tarefa. Com base na análise de conteúdo, foi verificado o uso de estratégias autorregulatórias específicas para cada uma das fases do processo cíclico da autorregulação. Na fase de planejamento, as estratégias utilizadas pelos participantes foram organização das ideias, formulação de esquema, vivência anterior e busca de recursos. Percebeu-se que essas estratégias favoreceram os avanços percebidos no componente linguístico. Na fase de execução, as estratégias abordadas foram leitura, correção e busca de ajuda. De acordo com a fala dos participantes, essas estratégias foram utilizadas com o objetivo de melhorar sua ortografia. Na fase de avaliação, as estratégias leitura de todo o texto e avaliação contribuíram para que os participantes avaliassem aspectos relativos à sua própria atuação e os componentes linguístico e convencional da produção escrita. Os resultados obtidos no estudo demonstram que os participantes apresentaram: I) avanços significativos em relação aos componentes linguístico e convencional, estimulados por atividades de aprendizagem desenvolvidas em uma intervenção pedagógica que oportunizou maior controle e consciência sobre a escrita de textos; II) os avanços foram potencializados pela adoção e ampliação do uso de estratégias autorregulatórias de planejamento, execução e avaliação no desenvolvimento de suas atividades, em específico, na escrita de textos. / The present study aimed to verify, on the textual productions by students of the third year of the alphabetization cycle, whether there were and what were the changes occured on the linguistic and conventional components, from a pedagogical view based on the self-regulated learning, which invested on the explicit teaching and on the use of self-regulated strategies on the planning, execution and evaluation phases of writing. During the educational intervention period were conducted weekly workshops which had the main strategy to use the book The Yellow Trick from which activities were developed related to written texts. Throughout the intervention we invested on teach and use of self-regulation strategies in the planning, execution and evaluation phases. The data for the assessment of the changes occurred on the written texts were collected through textual productions and interviews, which were held after the child completed the task. On the basis of content analysis, the use of specific self-regulation strategies for each phase of the cyclic process was verified. On the planning phase, the strategies used by the participants were idea organization, scheme formulation, previous experience and search for resources. It became apparent that these strategies favored progress on the linguistic component. During the execution phase, the strategies used were reading, correction and look for help. According to participants interview, those strategies were used as to improve the orthography. On the evaluation phase strategies such as reading the entire text and assessment, contributed to the evaluated participants the performance and the linguistic and conventional components of the their writing production. The results obtained by the study demonstrate that the participants exhibited: I) significant improvement in relation to the linguistic and conventional components, which was stimulated by learning activities developed in a pedagogical intervention that gave to the participants opportunity to more control and conscience over the textual production; II) the advances were enlarged by the implementation and amplification of the use of self-regulation strategies to planning, execution and evaluation during the development of their activities, specifically in the textual productions.

Certaines difficultés entourant la planification, l’organisation des informations ainsi que la gestion des ressources humaines ou matérielles seraient fréquemment observées chez les élèves qui ont de faibles résultats scolaires (Anderson et al., 2008). Toutefois, l’enseignement et la mise en pratique de stratégies cognitives et de stratégies d’autorégulation permettraient aux élèves de développer des habiletés leur permettant de mieux réussir à l’école (Anderson et al., 2008; Malmberg et al., 2013). Dans les écoles alternatives québécoises, la pédagogie par projet est vécue par tous les élèves (RÉPAQ, 2019). Le projet est une occasion privilégiée pour l’enseignant de mettre en place des moyens personnalisés pour que les élèves développent des stratégies afin de surmonter leurs difficultés. Sachant que certains élèves peuvent avoir de la difficulté à déployer des stratégies qui leur permettent d’autoréguler leur apprentissage, (Butler et Cartier, 2018; Cartier et Butler, 2016) la question qui guide la présente recherche est la suivante : Comment un élève ayant des difficultés entourant l’organisation et la gestion des ressources autorégule-t-il son apprentissage dans un projet tel que mis de l’avant dans une école publique alternative au Québec ? Pour notre étude de cas de type qualitatif, nous avons suivi une élève de neuf ans pendant qu’elle travaillait à un projet d’écriture dans une école alternative au Québec. Nous avons réalisé trois entretiens avec cette élève et avons aussi rencontré son enseignante et l’orthopédagogue qui mettent en place des moyens d’intervention et d’enseignement de l’écriture qui permettent à leur élève de progresser dans son projet. Afin de compléter notre analyse, nous avons consulté les documents de travail de l’élève et nous avons aussi analysé l’autoévaluation de son projet. Les résultats qui découlent de cette étude nous permettent de décrire comment l’élève arrive à atteindre ses objectifs pour son projet d’écriture en recevant du support et en utilisant des moyens mis en place pour elle en plus des outils qui sont à sa disposition. Nous expliquons comment l’élève qui a des difficultés à autoréguler des tâches et des ressources travaille pour surmonter les défis qu’elle rencontre pendant son projet d’écriture afin de satisfaire aux attentes de son enseignante qui souhaite la faire progresser dans sa compétence à écrire. / Difficulties in planning, organizing information, and managing human and material resources are frequently observed in students with low academic achievement (Anderson, Munk, Young, Conley, & Caldarella, 2008). Teaching and practicing cognitive and self-regulation strategies would enable students to develop skills that would allow them to do better in school (Anderson et al., 2008; Malmberg, Järvenoja, & Järvelä, 2013a). In Quebec alternative schools, project-based pedagogy is experienced by all students (RÉPAQ, 2019). The project is a privileged opportunity for the teacher to implement personalized means for students to develop strategies to overcome their difficulties. Knowing that some students may have difficulty deploying strategies that allow them to self-regulate their learning, (Butler & Cartier, 2018; Cartier & Butler, 2016) the question that guides this research is: How does a student with difficulties surrounding the organization and management of resources self-regulate his or her learning in a project as implemented in an alternative public school in Quebec? For our qualitative case study, we followed a nine-year-old student as she worked on a writing project in an alternative school in Quebec. We conducted three interviews with this student and also met with her teacher and the specialized teacher who are implementing writing interventions and instruction that enable their student to progress on her project. In order to complete our analysis, we also consulted the student's work documents and analyzed the self-evaluation of his project. The results of this study allow us to describe how the student achieves her goals for her writing project by receiving support and using the resources set up for her. We explain how the student who has difficulty self-regulating tasks and resources works to overcome the challenges she encounters during her writing project in order to meet the expectations of her teacher who wants to improve her writing skills.