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Semear e cuidar para colher : o desenvolvimento da oralidade e da escrita na infância
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Abstract(s)
O presente relatório reflete a ação e formação pedagógica experienciada nos estágios realizados na Educação Pré-escolar e no 1.º Ciclo do Ensino Básico e aprofunda a análise dos contributos dos recursos didáticos para a aprendizagem da linguagem oral e escrita na infância.
No estágio em Educação Pré-escolar, a maior parte das experiências de aprendizagem realizadas visou o desenvolvimento da linguagem oral e a abordagem à escrita. Neste contexto as crianças puderam interpretar histórias, dialogar sobre temas e situações específicas, partilhando ideias e opiniões, interagir com diferentes suportes escritos e recursos didáticos ou explorar canções, lengalengas e rimas.
No 1.º Ciclo, os domínios da oralidade e da escrita ganharam expressão substantiva, mobilizando a participação ativa das crianças no processo de aprendizagem. e promovendo o contacto com diversos suportes escritos, a criação de diversos recursos, a apresentação oral de trabalhos e a participação ativa em iniciativas de escrita com diferentes intencionalidades comunicativas.
A análise efetuada ao trabalho realizado mostra que as estratégias adotadas e os recursos didáticos que usamos na ação pedagógica influenciaram a forma como as crianças experienciaram as várias experiências de aprendizagem de oralidade e de escrita que lhes propusemos. Além disso, observamos que o uso de recursos didáticos adequados tem um elevado potencial para promover o desenvolvimento da linguagem oral e escrita por razões que se prendem, ora com fatores de ordem afetiva, ora com fatores de ordem comunicacional. Neste sentido, a criação de recursos, bem como as dinâmicas inerentes à sua exploração revelam ser fatores mobilizadores do interesse e da atenção das crianças, contribuindo para experiências de aprendizagem mais diversificadas, lúdicas e eficazes.
Neste contexto, os dados provenientes deste trabalho reflexivo-investigativo apontam para a consecução dos nossos objetivos e esperamos com eles despertar a atenção de educadores e professores para o potencial de determinadas experiências de aprendizagem e recursos didáticos para o desenvolvimento de competências comunicacionais na Educação Pré-escolar e no 1.º Ciclo do Ensino Básico.
ABSTRACT: The present report reflects the action and pedagogy formation experienced on the internship at Pre-School and 1st Cycle of Basic Education, and also deepens the analysis of the contribution of the didactic resources for the learning of the oral and written language during the childhood. During the internship at Pre-School Education, most of the experiences about learning were directed for the development of the oral language and the approach to writing. On this context, the children were able to interpret different story tales, talk about themes and specific situations, to share ideas and opinions, interact with different written supports and didactic resources, or share musical songs, spiels and rimes. During the 1st Cycle of Basic Education, the domains of the oral and written language got more substantive expression, involving a spontaneous participation of the children on the learning process and promoting their contact with innumerous written supports, creation of several different resources, presentation of oral papers and an active participation on initiatives of writing with different communicative intentions. The analysis made to all this work done, shows that the strategies adopted and the didactic resources that we used in the pedagogical action influenced the way that children experienced their many learning activities of orality and written exercises that we proposed them. Besides that fact, we observed that the use of adequate teaching resources has a high potential to promote the development of the oral and written language for reasons to do or with affective order, or communicational order factors. For this reason, the creation of resources as well as all the dynamics inherent to their exploration have revealed to be factors that mobilize interest and attention of the children, contributing for learning experiences more diversified, playful and effectives. On this context, all the data of this reflexive-investigative work point out for the achievement of our goals, and we hope that with this we can call for the attention of all the educators and teachers regarding the potential of certain learning experiences and didactic resources for the development of communicational core competencies in Pre-School Education and 1St Cycle of Basic Education.
ABSTRACT: The present report reflects the action and pedagogy formation experienced on the internship at Pre-School and 1st Cycle of Basic Education, and also deepens the analysis of the contribution of the didactic resources for the learning of the oral and written language during the childhood. During the internship at Pre-School Education, most of the experiences about learning were directed for the development of the oral language and the approach to writing. On this context, the children were able to interpret different story tales, talk about themes and specific situations, to share ideas and opinions, interact with different written supports and didactic resources, or share musical songs, spiels and rimes. During the 1st Cycle of Basic Education, the domains of the oral and written language got more substantive expression, involving a spontaneous participation of the children on the learning process and promoting their contact with innumerous written supports, creation of several different resources, presentation of oral papers and an active participation on initiatives of writing with different communicative intentions. The analysis made to all this work done, shows that the strategies adopted and the didactic resources that we used in the pedagogical action influenced the way that children experienced their many learning activities of orality and written exercises that we proposed them. Besides that fact, we observed that the use of adequate teaching resources has a high potential to promote the development of the oral and written language for reasons to do or with affective order, or communicational order factors. For this reason, the creation of resources as well as all the dynamics inherent to their exploration have revealed to be factors that mobilize interest and attention of the children, contributing for learning experiences more diversified, playful and effectives. On this context, all the data of this reflexive-investigative work point out for the achievement of our goals, and we hope that with this we can call for the attention of all the educators and teachers regarding the potential of certain learning experiences and didactic resources for the development of communicational core competencies in Pre-School Education and 1St Cycle of Basic Education.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 30 abril de 2019, Universidade dos Açores.
Keywords
Educação Pré-Escolar Ensino Básico (1º Ciclo) Escrita Formação de Professores Linguagem Oral e Escrita Oralidade Recursos Didáticos Learning Experiences Didactic Resources
Pedagogical Context
Citation
Freitas, Hugo Filipe Paulino. "Semear e cuidar para colher: o desenvolvimento da oralidade e da escrita na infância". 2019. 188 p.. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2018. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/5129>.