A Textual Writing in Essential Learning

Abstract

Nowadays, textual writing is recognized as a fundamental tool and therefore its inclusion in the curricula is of the utmost importance both for learning and instructional utility. The primary objective of this article was to examine the approach to writing within the Portuguese curriculum in Essential Lear-ning (EL), focusing on the 3rd cycle of elementary education and general subjects of secondary education. Taking into account the specificity of the role of languages and other subjects, an inquiry regarding incidence of wri-ting in EL was conducted, while also identifying the constituent components and processes inherent to this education endeavor. Principal findings denote that languages strongly reinforce writing learning. However, they also point towards the complete absence of writing in remaining subjects. As to com-ponents and processes of writing, only Planning is systematically present. The communicative components of writing and processes such as Research and Review, Creation of ideas and Comparison with objectives are insufficiently explored. It can be concluded that even though writing is contemplated in EL, some flaws have been identified, which should be subject of attention from an education standpoint.