Students’ performance in written productions before and after a motion for interdisciplinar intervention

Abstract

This study verified the third grade students’ performance in elementary school on free written productions before and after a proposed interdisciplinary intervention developed by a teacher’s pedagogical practice during the school year. Seventeen students and a teacher of third gradetook part in the survey of a public school in the metropolitan region of Curitiba, Paraná. The survey had a collaborative nature and it considered 34 students’ written assignments collected on the 1st and 4thbimester to evaluate and to plan interdisciplinary interventions in relation to cognitive and linguistic aspects, where the focus was the domain and knowledge of different textual genres. These productions were analyzed from the categorization of stories based on two studies. Results indicated that students improved their performance after interventions. Most of the written productions (thirteen) were in Category I in the initial collection (1stbimester). After the interventions (4thbimester) the productions became more complete and elaborated written stories. In the final collection, we point out that seven productions were into Category VI and six into Category V. Besides, the texts have improved in structure and organization where there was more paragraphing. It represents an important macrolinguistic aspect. Results are important to think and to consider three factors: a) explicit learning; b) it is necessary to achieve metatextual activities and c) condition of written production. The interdisciplinary intervention proved to be a favorable proposal for educational advice