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Previous issue date: 2017-01-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research sought to verify the relation between textual awareness and revision process. Therefore, an interventional study with High students, from 1st to 4th grade, of a Technical School of South Porto Alegre was carried out. Data were analyzed in a qualitative and quantitative way and their collect was taken in four different sessions: (1) obtainment of information related to the participants; (2) application of an instrument about reading comprehension and textual awareness; (3) written production proposal; and (4) a specific revision stage, with a moment in which the participant would revise without intervention, and another, in which there would be an analysis of the text. Theoretical assumptions were: Hayes at al (1987); Gombert (1992); Halliday e Hasan (1976); Charolles (1988); Van Dijk (2004); e Adam (2008). The results were: (1) a significant correlation between textual awareness in reading (CTL) and textual awareness (CTE), as well as reading comprehension (CL) in stages 3 and 4 (CTE1, CET2 e CTE3); (2) a significant correlation among CTE1, CET2 e CTE3 and the scores of text versions; (3) and versions of the text; significant relation between textual awareness in reading. Analyzing the evaluated text components, it could be extract in stage 1 a significant number of procedures adopted in revision (PR), the scores of versions and textual awareness in writing: superstructure, between PR1 and S1; in cohesion, between PRCS1 and CTCS1; and, in coherence, between PCRS1 e CTCR1. There were not significant correlations among these variables and the age of participants; in the other hand, there were correlations among school grades and: (1) CL;(2) CTL; e (3) CTE3. In the first moment of revision stage, it was noticed significant correlations between procedures in revision and: (a) suitability to the task; (b) cohesion awareness; coherence awareness; and (d) writing conventions. It was observed that there was a direct relationship between the number of procedures adopted and the levels of textual awareness of students in almost all evaluated components. In the second moment of revision, two significant correlations are detached, one related to cohesion and the other to writing conventions, both involving textual awareness and: (a) procedures in cohesion; and (b) procedures in writing conventions. It was also noticed a relationship among textual awareness levels of students and problems identification in their texts, as well as procedures adopted to solve them. This states that textual awareness has an important role in revision, since the quantity of adopted procedures is related to the knowledge about text components and also the attention to them. It was possible to observe a relationship between the levels of textual awareness presented by the student and problem identification in their text, as well as an identification to the problems in order to solve them. Comparing to what was showed by Hayes et al (1987), it is perceived that in many occasions it is possible to make a correspondence between problem definitions; however, the proposals of the authors, in general, are based on grammatical issues, which occur in relation to the adopted procedures. In this research, the 'definitions' of the problems were categorized in text components, what facilitated the contextualization of those identifications and also of the procedures adopted. / Esta pesquisa buscou verificar a rela??o entre consci?ncia textual e o processo de revis?o de textos. Para tanto, realizou-se um estudo interventivo com alunos de Ensino M?dio de 1? a 4? ano de uma escola t?cnica localizada na zona sul de Porto Alegre. Os dados foram analisados de forma qualitativa e quantitativa e a coleta ocorreu em quatro sess?es distintas: (1) obten??o de informa??es acerca dos participantes; (2) aplica??o de um instrumento sobre compreens?o leitora e consci?ncia textual; (3) proposta de produ??o escrita; e (4) etapa espec?fica de revis?o, com um momento em que o participante revisaria sem interven??o e outro em que haveria uma an?lise da proposta da tarefa. Os pressupostos te?ricos foram: Hayes et al (1987); Gombert (1992); Halliday e Hasan (1976); Charolles (1988); Van Dijk (2004); e Adam
(2008). Os principais resultados foram: (1) uma correla??o significativa entre a consci?ncia textual na leitura (CTL) e a consci?ncia textual (CTE), assim como a compreens?o leitora (CL) nas etapas 3 e 4 (CTE1, CET2 e CTE3); (2) uma correla??o significativa entre CTE1, CTE2, CTE3 e os escores das vers?es do texto (V1, V2 e V3); (3) uma correla??o significativa entre a consci?ncia textual na escrita e os escores das vers?es. Ao analisar os componentes textuais avaliados, obteve-se, na etapa 1, uma correla??o significativa entre o
n?mero de procedimentos adotados na revis?o (PR), os escores das vers?es e a consci?ncia textual na escrita: na superestrutura, entre PRS1 e S1; na coes?o, entre PRCS1 e CTCS1; e, na coer?ncia, entre PRCR1 e CTCR1. N?o houve correla??es significativas entre essas vari?veis e a idade dos participantes; no entanto, obtiveram-se correla??es significativas entre s?rie escolar e: (1) CL; (2)CTL; e (3) CTE3. No primeiro momento da etapa de revis?o, constataram-se as correla??es significativas entre: (a) escores de adequa??o ? tarefa; (b) consci?ncia sobre coes?o; (c) consci?ncia sobre coer?ncia; e (d) consci?ncia sobre conven??es da escrita. Observou-se que houve uma rela??o direta entre o n?mero de procedimentos adotados e os n?veis de consci?ncia textual dos estudantes em quase todos os componentes avaliados. J? no segundo momento de revis?o, destacam-se apenas duas correla??es significativas, relativas ? coes?o e ?s conven??es da escrita, e ambas envolvem a consci?ncia textual e: (a) procedimentos na coes?o; e (b) procedimentos nas conven??es de escrita. Observou-se tamb?m uma rela??o entre os n?veis de consci?ncia textual apresentados pelos estudantes e a identifica??o dos problemas de seus textos, bem como os procedimentos adotados para solucion?-los. Isso afirma que a consci?ncia textual possui um papel importante na revis?o, visto que a quantidade de procedimentos adotados est? relacionada ao conhecimento sobre os componentes textuais e tamb?m sobre a aten??o a eles. Tamb?m foi poss?vel observar uma rela??o entre os n?veis de consci?ncia textual apresentados pelos estudantes e a identifica??o dos problemas de seus textos, bem como os procedimentos adotados para solucion?-los. Ao compar?-los com os apresentados por Hayes et al (1987), percebe-se que, em muitas ocasi?es, ? poss?vel fazer uma correspond?ncia entre as defini??es dos problemas; no entanto, as propostas pelos autores, em geral, s?o baseadas em quest?es gramaticais, ocorrendo tamb?m com rela??o aos procedimentos adotados. Nesta pesquisa, as ?defini??es? dos problemas foram categorizadas em componentes textuais, o que facilitou a contextualiza??o dessas identifica??es e tamb?m dos procedimentos adotados.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7313 |
| Date | 11 January 2017 |
| Creators | Cruz, Gabriela Fontana Abs da |
| Contributors | Pereira, Vera Wannmacher |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Letras, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 8447345070736321569, 600, 600, 600, 600, -6557531471218110192, -5409419262886498088, 2075167498588264571 |
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