Abstract. The aim of this article is to present the results of an action research project, which has been put into practice in Primary Education. This project was intended to develop students' textual competence, considering both comprehension and textual production. Our starting hypothesis was that teaching the schematisation of text types, focusing on linguistic devices that underlie text production, would promote the development of textual competence, leading to the production of more coherent and cohesive texts. In order to test this hypothesis we implemented the project in three phases. First, before the intervention, we collected texts produced by the students. Secondly, we implemented a didactic program designed to develop students' textual competence. Lastly, after the intervention, we collected students' texts once again. Data was analyzed according to categories that confer cohesion and coherence to different types of texts. Narrative, descriptive, and explanatory texts were assessed in terms of 1) building an autonomous text; 2) hierarchisation of information, and 3) textual organisation. Overall, results indicate that students developed their text conceptualisations, their understanding of the different structures of texts, and produced better writing. Indeed, their written work shows a marked progression from the beginning of the intervention program to the end of the program.Key words: text types, narrative, descriptive, and explanatory texts; textual competence, Portugal. Tanja Janssen] TITEL. Over het ontwikkelen van tekstuele competentie in het basisonderwijs. SAMENVATTING. Dit artikel heeft ten doel de resultaten te presenteren van een actie-onderzoek dat uitgevoerd is in het basisonderwijs. Dit project was bedoeld om de tekstuele competentie van leerlingen te ontwikkelen., zowel teksbegrip als tekstproductie. Onze eerste hypothese was dat onderwijs in tekstschema's , gericht op de talige middelen die aan tekstproductie ten grondslag liggen, de ontwikkeling van tekstuele competentie zou bevorderen, leidend tot het produceren van meer coherente en cohesieve teksten. Om deze hypothese te toetsen implementeerden wij een project in drie fasen. Eerst verzamelden we teksten van leerlingen, voor de interventie. Daarna voerden we een didactisch programma uit, gericht op het ontwikkelen van de tekstuele competentie van leerlingen. Tenslotte verzamelden we opnieuw teksten van leerlingen, na de interventie. Data werden geanalyseerd aan de hand van categorieën die cohesie en coherentie toekenden aan teksten. Narratieve, beschrijvende en verklarende teksten werden beoordeeld in termen van 1) de opbouw van een autonome tekst, 2) hiërarchische informatie, 3) tekstorganisatie. Al met al wijzen de resultaten erop dat leerlingen hun beeld van teksten en hun inzicht in verschillende tekststructuren ontwikkelden en dat zij betere teksten schreven. Hun geschreven teksten zijn aanmerkelijk verbeterd tussen het begin en het einde van de interventie. TREFWOORDEN: teksttype, narratieve, beschrijvende en verklarende te...

The article describes an experiment in teaching training undertaken in the context of the Masters programme in Teacher Training (for primary school teachers) at the Lisbon College of Education. The training experiment was able to: (i) incorporate language teaching into the broader curriculum; (ii) relate the teaching of texts and the teaching of grammar; (iii) integrate the theoretical and practical dimensions of teacher training. The didactic scheme adopted relies on theoretical assumptions, such as the concept of the integrated curriculum advocated by Beane (2003), the model of didactic sequence developed, amongst others, by Dolz and Schneuwly (1998), and the principles of Socio-Discursive Interactionism established by Bronckart (1985, 1997). This training experiment has proved to be particularly useful for all the participants in the process (teachers of the course; trainee teachers; children in the schools, and the form teachers of the classes where the trainees do their practice). As a result of it, there has been a clear improvement in the quality of the teaching provided by our trainees in the domains of writing and grammar. The main advantages of this approach are that: (i) it structures the teaching of writing and grammar; (ii) it uses projects to socially contextualize writing tasks; (iii) it develops various language skills in an integrated fashion, while at the same time working on different areas of knowledge; (iv) it defines forms of spiral progression.

The goal of this paper is to discuss representations about grammar teaching of Portuguese L1 teachers. It draws on the exploratory study designed to identify the invariants and divergences in self-perceptions about L1 grammar teaching of trainees in different training situations: in-service teachers, pre-service teachers and bachelor’s students. The study focus on student’s and teacher’s acknowledgment of the Portuguese L1 Curriculum (Reis et al. 2009), which conveys a clear paradigm change in Portuguese language education, assuming that grammar teaching is based upon language awareness development. The results show an evident gap between students and teachers in what concerns the familiarity with the Portuguese L1 Curriculum and teaching strategies. However, some puzzling convergent points are the importance attributed to grammar and poor linguistics background. The results analysis draws attention to the relationship between teacher cognition and practice, highlighting fragilities in teacher education and potential conceptual changes that may lead to effective changes in classroom practices.

Neste texto, apresenta-se um estudo sobre o impacto que o ensino explícito e sistemático do processo de escrita e dos seus subprocessos: a planificação, a textualização, a revisão e a edição tem na qualidade de textos expositivos produzidos por alunos de 4.º ano de escolaridade, em Portugal. Foi desenvolvida uma intervenção no sentido de ensinar explicitamente estes subprocessos, aplicados aos textos expositivos. O desenho investigativo contemplou um diagnóstico da situação através da realização de um pré-teste; uma intervenção didática, visando implementar um conjunto de sequências didáticas em que a dimensão processual da escrita era objeto de ensino explícito; e, por último, a realização de um pós-teste para avaliar o impacto da intervenção na qualidade dos textos. Constata-se que, a partir de uma análise mista dos pré e pós-testes, houve uma progressão do grupo experimental, no que se refere à interiorização da dimensão processual da escrita e à qualidade dos textos.Palavras-chave: escrita; dimensão processual da escrita; texto expositivo.

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