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A literatura infantil ao serviço de diferentes áreas curriculares na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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Abstract(s)
O presente relatório de estágio retrata o trabalho que foi desenvolvido no âmbito do plano de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, mais concretamente nas unidades curriculares de Estágio Pedagógico I e Estágio Pedagógico II.
Nos dias de hoje, com todos os desafios inerentes à contemporaneidade, é de extrema importância a formação inicial especializada dos profissionais de ensino quer ao nível universitário quer ao nível do contacto efetivo entre os futuros educadores/professores e as crianças em contexto escolar. Assim sendo, a elaboração deste relatório, dando conta deste percurso formativo, foi mais um momento de aprendizagem e de reflexão sobre a caminhada traçada rumo à profissionalidade e à consciencialização das responsabilidades a abraçar nos anos vindouros.
Em boa hora, permitiu-nos este momento formativo a realização de um estudo sobre a Literatura Infantil ao serviço das várias áreas curriculares. Investir nesta área do saber é uma aposta no futuro, uma vez que é de grande relevância pedagógica contribuir para a criação de futuros leitores ativos. Acreditamos que é imprescindível que os docentes apelem e promovam o contacto das crianças com a Literatura Infantil desde as idades precoces. Por força da importância da temática deste trabalho – A Literatura Infantil ao Serviço das Diferentes Áreas Curriculares na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico – devemos assumir este género literário, nas práticas letivas, como um aliado natural de todas as áreas do conhecimento e do processo de ensino e aprendizagem, explorando conteúdos dessas através de histórias, contos, poemas, lendas, entre outras tipologias textuais. Neste sentido, a Literatura Infantil poderá contribuir para o aprofundamento dos saberes em domínios como a língua portuguesa, a matemática, as ciências naturais e sociais, promovendo o desenvolvimento da literacia e da cidadania, preparando as futuras gerações para os desafios do presente e do futuro.
Como suporte de todo o processo investigativo, foi estabelecido um conjunto de objetivos, tais como: Perceber a importância da Literatura Infantil ao serviço das áreas curriculares da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico; Conhecer as conceções dos professores/educadores em relação ao papel da Literatura Infantil no processo de ensino e de aprendizagem junto das crianças; Conhecer os materiais/equipamentos existentes na sala do Pré-Escolar e do 1.º Ciclo do Ensino Básico promotores da leitura e do livro; e Identificar as estratégias/atividades que acompanham a exploração da Literatura Infantil ao serviço das diferentes áreas da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico.
Na busca de respostas para estes objetivos, participaram dezoito docentes: catorze participantes no questionário e quatro participantes na entrevista. Como principais resultados da nossa investigação, pudemos concluir que a maioria dos docentes tem consciência das potencialidades da Literatura Infantil no que concerne ao desenvolvimento global dos seus alunos, porém não utilizam este instrumento de trabalho como forma de abordar as diferentes áreas curriculares, limitando a exploração da Literatura Infantil à área do português. Importa, ainda, referir que são poucos os professores do 1.º Ciclo do Ensino Básico que apostam na presença de livros para crianças na sua sala de aula, para além dos sugeridos pelo Plano Nacional de Leitura (PNL). No que diz respeito à Educação Pré-Escolar, assiste-se a um maior investimento na leitura de títulos de literatura infantil junto das crianças.
Pela natureza destes resultados, cumpre-nos registar a importância de trabalhos como o nosso na senda de uma maior consciencialização dos profissionais de ensino para a exploração da literatura infantil, em diversos formatos e suportes, como um imprescindível recurso de ensino e de aprendizagem dos múltiplos conteúdos das diferentes áreas curriculares.
ABSTRACT: This internship report focus on the work that was developed within the scope of the Master plan on Pre-school and Primary Education, specifically in the curricular units of Pedagogical Training I and Pedagogical Training II. Nowadays, with all the challenges that characterize the modern times, it is extremely important to invest in the initial preparation of educators, both at university level and in real school contexts, where an effective contact between future educators / teachers and children becomes a reality. Therefore, the writing of this report, explaining what we have done in our trainings, was another moment of learning and reflection on the path taken towards professionalism and the awareness of the responsibilities that we will embrace in the years to come. Fortunately, this formative moment allowed us to carry out a study on children's literature across the curriculum. Investing in this scientific field was an asset to our professional life since its contribution is of great pedagogical relevance in the creation of active readers communities. We believe that it is imperative that teachers encourage young generations to immerse in the universe of children's literature from the earliest ages. Due to the importance of the thematic under study - Children's Literature at the Service of the Different Curricular Areas use in Pre-School and Elementary School - we must assume the role of this literary genre in the educational practices as a natural ally of the teaching and learning process across the curriculum. Children Literature is an important resource in the exploring of all academic contents through stories, narratives, poems, legends, and other textual typologies. In this sense, children's literature can contribute to the deepening of knowledge in areas such as the Portuguese language, mathematics, natural and social sciences, promoting the development of literacy and citizenship. In this sense, Children Literature gives a substantial contribution in preparing future generations for the challenges of the present and the future. As a base for the entire investigative process, a set of objectives was established, such as: To understand the importance of Children Literature in the service of all curricular areas in Pre-School Education and Elementary Education; To know the concepts of teachers / educators in relation to the role of Children's Literature in the process of teaching and learning with children; To know the materials/ equipments that exist in Pre-school and Elementary Education classrooms that promote the love of reading and books; and To identify the strategies/activities that educators use in Pre-School and Elementary School towards the exploration of Children's Literature across the curriculum. In the search for answers to these objectives, eighteen teachers participated in our study: fourteen responded our questionnaires and four participants were interviewed. As the main results of our research, we might conclude that most teachers are aware of the potential of children's literature regarding the overall development of their students, but do not use this tool as a teaching support of different curricular areas. It is clear that Children Literature is widely used only in the area of the Portuguese Language. It should also be mentioned that there are few teachers in Elementary Education who carry plenty of books for children in their classroom, in addition to those suggested by NLP. However, with regard to pre-school, there is a greater investment in the reading of children's literature titles. Due to the nature of these results, we must note the importance of our study in the process of raising awareness among educators to the need of using in school’s children's literature in various formats and supports, as an essential resource for teaching and learning the multiple contents of the different curricular areas.
ABSTRACT: This internship report focus on the work that was developed within the scope of the Master plan on Pre-school and Primary Education, specifically in the curricular units of Pedagogical Training I and Pedagogical Training II. Nowadays, with all the challenges that characterize the modern times, it is extremely important to invest in the initial preparation of educators, both at university level and in real school contexts, where an effective contact between future educators / teachers and children becomes a reality. Therefore, the writing of this report, explaining what we have done in our trainings, was another moment of learning and reflection on the path taken towards professionalism and the awareness of the responsibilities that we will embrace in the years to come. Fortunately, this formative moment allowed us to carry out a study on children's literature across the curriculum. Investing in this scientific field was an asset to our professional life since its contribution is of great pedagogical relevance in the creation of active readers communities. We believe that it is imperative that teachers encourage young generations to immerse in the universe of children's literature from the earliest ages. Due to the importance of the thematic under study - Children's Literature at the Service of the Different Curricular Areas use in Pre-School and Elementary School - we must assume the role of this literary genre in the educational practices as a natural ally of the teaching and learning process across the curriculum. Children Literature is an important resource in the exploring of all academic contents through stories, narratives, poems, legends, and other textual typologies. In this sense, children's literature can contribute to the deepening of knowledge in areas such as the Portuguese language, mathematics, natural and social sciences, promoting the development of literacy and citizenship. In this sense, Children Literature gives a substantial contribution in preparing future generations for the challenges of the present and the future. As a base for the entire investigative process, a set of objectives was established, such as: To understand the importance of Children Literature in the service of all curricular areas in Pre-School Education and Elementary Education; To know the concepts of teachers / educators in relation to the role of Children's Literature in the process of teaching and learning with children; To know the materials/ equipments that exist in Pre-school and Elementary Education classrooms that promote the love of reading and books; and To identify the strategies/activities that educators use in Pre-School and Elementary School towards the exploration of Children's Literature across the curriculum. In the search for answers to these objectives, eighteen teachers participated in our study: fourteen responded our questionnaires and four participants were interviewed. As the main results of our research, we might conclude that most teachers are aware of the potential of children's literature regarding the overall development of their students, but do not use this tool as a teaching support of different curricular areas. It is clear that Children Literature is widely used only in the area of the Portuguese Language. It should also be mentioned that there are few teachers in Elementary Education who carry plenty of books for children in their classroom, in addition to those suggested by NLP. However, with regard to pre-school, there is a greater investment in the reading of children's literature titles. Due to the nature of these results, we must note the importance of our study in the process of raising awareness among educators to the need of using in school’s children's literature in various formats and supports, as an essential resource for teaching and learning the multiple contents of the different curricular areas.
Description
Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 14 de junho de 2018, Universidade dos Açores (Relatório de Estágio).
Keywords
Educação Pré-Escolar Ensino Básico (1º Ciclo) Leitura Literacia da Leitura Literatura Infantil Children's Literature Pre-School Education Teaching in Elementary Education
Pedagogical Context
Citation
Silva, Jéssica Machado. "A literatura infantil ao serviço de diferentes áreas curriculares na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico". 2018. 146 p.. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2017. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/5004>.