PINTO, Mariana Oliveira    PEREIRA, Luísa Álvares. Writing to learn in compulsory education: From teachers' conceptions… to students' practices. []. , 29, 2, pp.109-136. ISSN 0871-9187.  https://doi.org/10.21814/rpe.7936.

This article focuses on the issue of writing as a knowledge construction object and highlights the importance of teacher mediation on the learning of this type of writing. The goal of this text is to present some results from a study that initially analysed the conceptions and practices of teachers from each of the three cycles of Portuguese compulsory education (K-1 to K-9), and, afterwards, the activities of information selection and of writing an expository text by students from a fourth grade class (K-4). Results show a lack of specific criteria in evaluating writing and the use of writing instructions that are insufficient in guiding the students to write a specific text (genre). On the students' part, they revealed difficulties in both information selection and in the production of the requested genre, since their final text presents a collage of texts, without the textual configuration required by the genre.

: Write to learn; Written exposition; Compulsory education; Text genres.

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