Introducing Young Children to Expository Texts through Nonverbal Graphic Representations
Resumo
Os textos expositivos representam a realidade segundo uma modalidade lógico- -científica. Eles geralmente consistem em linguagem escrita e representações gráficas não verbais, como tabelas e gráficos, cada um dos quais transmite alguns dos significados do texto (Kress & van Leeuwen, 2006). Os textos expositivos são predominantes no mundo acadêmico e no sistema educacional, e são desafiadores em todos os níveis de ensino (Berman & Nir, 2009).
Este estudo explora a produção de textos expositivos por crianças no nível inicial: quando precisam deste tipo de textos, que recursos escolhem e como esses recursos contribuem para o significado textual. Método: Os participantes foram quatro professores de nível inicial em Israel e seus alunos, de três a seis anos de idade. Cada professor documentou eventos de produção textual, incluindo a descrição da produção textual, a transcrição das conversas das crianças e fotografias dos textos com comentários explicativos. A análise textual foi baseada na identificação de marcadores de gênero (Coutinho & Miranda, 2009), funções de texto (Donald, 1991), representações verbais e de layout não-verbal e texto (Kress & van Leeuwen, 2006).
Resultados: As crianças produziram textos correspondentes a seis gêneros: uma definição, uma tabela de observação, um guia de aves, uma ficha informativa, um manual de instruções e um dicionário bilíngüe. Esses textos foram úteis para armazenar e recuperar informações, monitorar seu próprio comportamento e se comunicar com outras pessoas. As crianças usaram diferentes tipos de representação: palavras escritas para nomear, desenhos para formas, numerais para representar quantidade e comprimento, tabelas para organizar os dados.
O estudo mostrou que as representações gráficas não verbais enriquecem os recursos de produção textual das crianças, podendo auxiliá-las a apreender e apropriar-se gradativamente dos gêneros textuais expositivos.
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