Relações entre consciência textual e o processo de revisão de textos de estudantes de ensino médio

Abstract

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.