FONSECA, Gorete Ramos    NUNES, Fátima Alexandrino. Writing together to learn how to write: a collaborative writing experience in elementary education at the Lourinhã School Group. []. , 9, 2, pp.132-151. ISSN 2182-1372.  https://doi.org/10.25757/invep.v9i2.183.

The writing difficulties expressed by the students have been the subject of research by numerous studies with the conclusion that those difficulties have a reflection on the success and quality of learning of other disciplinary areas. Collaborative writing is pointed out as one of the strategies to help students improve and develop writing skills. In this article we describe an activity that involved the collaborative writing of news using Information and Communication Technologies (ICT) as a pedagogical resource that promotes participatory learning's. It is an exploratory descriptive and interpretive work. 14 teachers and 99 students attending the 3rd year of elementary school at the Lourinhã School Group, participated in the activity. The results indicate that collaborative writing is associated to the development of compositional competence, to the awareness of the characteristics of the written text, to communication and to a sense of trust regarding writing. Additionally it also demonstrate that the use of technologies contributes to creating motivating and meaningful environments  for learning how to write, since they are used as a resource for learning and not as a support for content teaching.

: Collaborative writing; competence in writing; learning; ICT - pedagogical resource; compétence d'écriture; l'apprentissage; TIC - ressource pédagogique.

        · | | |     · |     · ( pdf )