YOUTH AND WRITING: IN-SCHOOL AND OUT OF SCHOOL PRACTICES IN PORTUGAL

ABSTRACT: We present writing practices within curricular (requested by teachers) and extra-curricular (free initiative) contexts by students (ages 9-15), attending Basic Education in Portugal; data was collected by means of a national survey. These practices express a vast and dynamic relationship with writing that is (re)constructed by the individuals. Indeed, the Didactics of Writing has highlighted the necessity to understand the personal relationship that individuals (re)create with the act of writing in a more profound manner, for it contains their motivations or detachment factors that have led them to reject the practice of written verbal production. The results show a greater diversity of out of school practices that contrast with focused in-school writing practices designed to prioritize teaching-learning goals. Nevertheless, we note connecting elements between the two contexts that inform a more favourable didactic approach towards a more significant path between the individuals and writing.

摘要：本研究呈现葡萄牙9至15岁基础教育阶段学生在课程内（由教师发起的指定任务）与课外（学生自主自发）场景下的书写实践，相关数据通过全国性调查采集获得。这些书写实践展现出个体与书写之间丰富且动态的互动关系，该关系由个体持续（再）构建。诚然，书写教学法（Didactics of Writing）领域早已强调，需以更深入的视角理解个体与书写行为之间重建的个人关联，因为这一关联承载着推动个体投身或放弃书面写作实践的动机与疏离因素。研究结果显示，课外书写实践的多样性显著高于校内书写实践，后者多围绕教学目标设计，内容相对聚焦。尽管如此，本研究仍发现两类场景间存在共通联结元素，这可为构建个体与书写之间更具意义的关联提供更适宜的教学方法指导。