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Os materiais pedagógicos como potenciadores do interesse das crianças pela Linguagem Oral e Escrita
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Abstract(s)
O presente relatório apresenta a ação pedagógica experienciada ao longo dos estágios realizados em contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico.
Neste trabalho refletimos e analisamos de forma mais profunda os contributos e as potencialidades dos recursos didáticos na aprendizagem e desenvolvimento da linguagem oral e escrita na infância, tendo em conta os documentos orientadores para a Educação Pré-Escolar e para o 1.º Ciclo do Ensino Básico, bem como as práticas educativas desenvolvidas no âmbito dos estágios.
Em ambos os contextos de estágio contribuímos para o desenvolvimento da linguagem oral e escrita das crianças, maioritariamente, através da exploração de diversos recursos didáticos, como jogos, livros, cartazes, materiais manipuláveis, entre outros, que permitiram uma maior interação oral por parte das crianças e promoveram um maior contacto com a escrita.
As atividades desenvolvidas na Educação Pré-Escolar permitiram às crianças expressarem-se com maior facilidade, através da exploração de materiais e recontos de histórias. Para além disso, as crianças contactaram com a escrita através de diversas atividades e materiais que auxiliaram no reconhecimento e identificação de letras, identificação de palavras do seu quotidiano, formação de palavras, identificação de rimas, entre outros.
Quanto ao 1.º Ciclo do Ensino Básico, as atividades realizadas possibilitaram aos alunos, a nível da escrita, redigir diversos textos com recurso a materiais didáticos, bem como explorar textos e conteúdos através de jogos. No que concerne à oralidade, os alunos apresentaram trabalhos à turma, expressaram ideias e dialogaram com os colegas sobre as temáticas abordadas na sala de aula.
O trabalho desenvolvido demonstrou que os recursos didáticos usados ao longo das práticas educativas contribuíram para a promoção de atividades mais diversificadas e, dado o seu caráter lúdico, suscitaram bastante interesse nas crianças e fizeram com que elas se integrassem facilmente nas atividades, tirando proveito das mesmas.
Por fim, concluímos que os objetivos que definimos como orientadores da nossa ação educativa, em ambos os contextos de estágio, foram alcançados e, neste sentido, esperamos incentivar os docentes para o uso de materiais pedagógicos na sala de aula, uma vez que estes são potenciadores do interesse das crianças e permitem o desenvolvimento de competências ao nível da linguagem oral e escrita.
ABSTRACT: This report presents the pedagogical action experienced during the internships carried out in the context of Pre-School Education and the 1st Cycle of Elementary Education. In this work, we reflect and analyze in greater depth the contributions and potential of didactic resources in the learning and development of oral and written language in childhood, considering the guiding documents for Pre-School Education and for the 1st Cycle of Elementary Education, as well as the educational practices developed within the internships. In both internship contexts, we contributed to the development of children's oral and written language, mainly through the exploration of various teaching resources, such as games, books, posters, manipulative materials, among others, which allowed greater oral interaction by the children and promoted greater contact with writing. The activities developed in Pre-School Education allowed children to express themselves more easily, through the exploration of materials and retellings of stories. In addition, the children came into contact with writing through various activities and materials that helped in the recognition and identification of letters, identification of words in their daily lives, word formation, identification of rhymes, among others. As for the 1st Cycle of Elementary Education, the activities carried out enabled students, in terms of writing, to write several texts using teaching materials, as well as explore texts and content through games. Regarding orality, the students presented work to the class, expressed ideas and dialogued with their colleagues about the themes addressed in the classroom. The work developed showed that the didactic resources used throughout the educational practices contributed to the promotion of more diversified activities, and given their playful nature, stimulated a lot of interest in the children and made them easily integrated into the activities, taking advantage of them. Finally, we concluded that the objectives we defined as guiding our educational action, in both internship contexts, were achieved and, in this sense, we hope to encourage teachers to use teaching materials in the classroom, as these enhance the interest of children and allow the development of skills in oral and written language.
ABSTRACT: This report presents the pedagogical action experienced during the internships carried out in the context of Pre-School Education and the 1st Cycle of Elementary Education. In this work, we reflect and analyze in greater depth the contributions and potential of didactic resources in the learning and development of oral and written language in childhood, considering the guiding documents for Pre-School Education and for the 1st Cycle of Elementary Education, as well as the educational practices developed within the internships. In both internship contexts, we contributed to the development of children's oral and written language, mainly through the exploration of various teaching resources, such as games, books, posters, manipulative materials, among others, which allowed greater oral interaction by the children and promoted greater contact with writing. The activities developed in Pre-School Education allowed children to express themselves more easily, through the exploration of materials and retellings of stories. In addition, the children came into contact with writing through various activities and materials that helped in the recognition and identification of letters, identification of words in their daily lives, word formation, identification of rhymes, among others. As for the 1st Cycle of Elementary Education, the activities carried out enabled students, in terms of writing, to write several texts using teaching materials, as well as explore texts and content through games. Regarding orality, the students presented work to the class, expressed ideas and dialogued with their colleagues about the themes addressed in the classroom. The work developed showed that the didactic resources used throughout the educational practices contributed to the promotion of more diversified activities, and given their playful nature, stimulated a lot of interest in the children and made them easily integrated into the activities, taking advantage of them. Finally, we concluded that the objectives we defined as guiding our educational action, in both internship contexts, were achieved and, in this sense, we hope to encourage teachers to use teaching materials in the classroom, as these enhance the interest of children and allow the development of skills in oral and written language.
Description
Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 24 de março de 2022, Universidade dos Açores.
Keywords
Educação Pré-Escolar Ensino Básico (1.º Ciclo) Linguagem Oral e Escrita Materiais Pedagógicos Prática Pedagógica 1st Cycle of Basic Education Orality Pedagogical Practice Teaching Materials Writing
Citation
Arruda, Susana (2022). "Os materiais pedagógicos como potenciadores do interesse das crianças pela Linguagem Oral e Escrita", 121 p.. Mestrado (Relatório de Estágio) em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Ponta Delgada: Universidade dos Açores. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/6344>