Avaliação das estratégias metacognitivas de crianças em processo de alfabetização na produção escrita

Abstract

The objective of this paper is to evaluate the metacognitive strategies used by children in the 1st year of elementary school, in the city of Fortaleza’s public school system, when writing their autobiography. These favor actions that are proposed to evaluate the effectiveness of cognitive strategies. This qualitative research was a multiple case study with nine children belonging to three different classes of two public schools of Fortaleza. Eighteen strategies have been identified throughout sessions of production, review and individual rewrite and in pairs with the same class peers. Children do metacognitive reflections, showing the emergence of metacognitive strategies to carry out production, revision and rewriting their autobiographical text, thus causing awareness about their writing appropriation process.