EVALUATION PRACTICES AND WRITING DEVELOPMENT: REFLECTIONS BASED ON THE USE OF GUIDANCE MASSAGES

Abstract

In our pedagogical practice, the action of evaluating students' text productions has always made us reflect on how we could contribute to their writing development. Associated with our reflections was the need to work with discursive / textual genres. The aim of this article is to understand how the evaluation process can contribute to the development of writing through the use of interactive textual note, by working the discursive / textual genre personal report based on the didactic sequence described by Lopes-Rossi (2011). in an 8th grade class. To understand how evaluative practices can serve learning, we resort to Villas Boas (2008), Hadji (2001), Hoffmann (2001) and Luckesi (2005); To enable the work on the adopted gender and the development of the writing of the students, we rely on Bakhtin (2011), Marcuschi (2008), Koch and Elias (2007; 2012), Antunes (2003), Geraldi (2011), Ruiz (2013), Serafini (1998) and some official documents. The methodology privileged the qualitative approach of interventionist nature through participant research. We used instruments or procedures for data generation didactic sequence described by Lopes-Rossi (2011) associated with participant observation and conversation wheels. From the results obtained, the conclusions are directed to the affirmation that the evaluation process performed by the teacher of Portuguese Language, in making the guiding ticket, contributed considerably to the development of students' writing skills.