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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

TEXT PRODUCTION IN HIGHER EDUCATION: REDISCUSSING TEACHING-LEARNING PERSPECTIVES AND PROCEDURES

Full text
Author(s):
Petrilson PINHEIRO [1]
Total Authors: 1
Affiliation:
[1] Universidade Estadual de Campinas. Departamento de Linguística Aplicada - Brasil
Total Affiliations: 1
Document type: Journal article
Source: Alfa, rev. linguíst. (São José Rio Preto); v. 62, n. 2, p. 325-343, 2018-08-00.
Abstract

ABSTRACT This study aims to present and discuss the results of an interpretive qualitative study of the teaching-learning procedures used in a discipline exclusively focused on reading and production of academic texts under the Programa de Formação Interdisciplinar Superior (Profis) of State University of Campinas (Unicamp), from 2013 to 2016. As its theoretical basis, this study uses Vygotsky’s sociocultural perspective (2000, 2003) and, particularly, his concept of Zone of Proximal Development (ZPD), together with the concepts of Mastery Learning (BLOOM, 1971), recursive feedback (COPE; KALANTZIS, 2016) and Scaffolding (BRUNER; ROSS; WOOD, 1976). The results show that if text production is submitted to a formative evaluation process of prospective and constructive character, with continuous feedback to students, there may be new ways to build knowledge which, developed with the help of more experienced people or through their own peers, can transform their potential development level, the one related to the abilities and achievements to be obtained by the students, into an actual development level, which concerns the achievements they have already accomplished. (AU)

FAPESP's process: 16/19123-3 - Multi and new literacies in graduate and postgraduate courses designed for formation of teachers
Grantee:Petrilson Alan Pinheiro da Silva
Support Opportunities: Scholarships abroad - Research