O papel da correcção na prática da redacção

Abstract

In the post-independence years, it has been found that students make huge mistakes when writing in Portuguese, leading to a decreasing rate of achievement in the respective subject. Despite this finding, nothing has been done to investigate the reasons behind such a situation, in order to overcome it. On the other hand, the supervisory bodies and the Society itself have maintained that the "evil" comes from the fact that students are speakers of Portuguese as a second language and from the limited knowledge that the Portuguese teacher, in Mozambican reality, has of the Bantu language. , as well as their typology, and they do not realize that the problem can be minimized "via the teacher", based on an analysis of the work that the teacher performs after correcting a writing assignment and based on the error made by the student. With this objective in mind, we proposed to carry out the present dissertation, having, after a test administration phase, carried out a vast remedial work with a view to testing the hypothesis that through a more careful and adequate methodology after correcting a written assignment, the teacher can contribute to the development of written expression and, therefore, help students to produce fewer errors and, on the other hand, to minimize the significant difference that occurs, at an early stage, in relation to the students who speak Portuguese as their first language.