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Publication
A Leitura e a Educação Literária no 3.º Ciclo do Ensino Básico e no Ensino Secundário
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Abstract(s)
O presente Relatório de Estágio – A Leitura e a Educação Literária no 3.º Ciclo do Ensino Básico e no Ensino Secundário – pretende compreender a relevância dos domínios da Leitura e da Educação Literária nas escolas para os estudantes, os professores, a comunidade escolar e académicos e investigadores, tendo em conta as práticas e os incentivos, quer sejam em formato tradicional (o livro), quer sejam em formato digital (aparelhos tecnológicos como os telemóveis, tablets, portáteis).
Para o efeito, em primeiro lugar, procura-se entender o domínio da Leitura e da Educação Literária; em segundo lugar, a investigação e a averiguação das vantagens e desvantagens a nível educacional, psicológico, ético e individual em consonância com os respetivos formatos tradicionais e digitais da atualidade (tipologias, modos e géneros literários).
Neste sentido, recorreu-se a uma investigação de abordagem quantitativa, permitindo a recolha e o estudo dos dados, designadamente através da elaboração da amostra, da formulação do inquérito, do trabalho de campo na entrega e recolha dos questionários.
Por fim, na análise destes questionários entregues pelos respetivos professores cooperantes a alunos do 3.º Ciclo do Ensino Básico, mais especificamente em turmas do 9.º ano de escolaridade, bem como, a alunos do Ensino Secundário, nomeadamente em turmas de 10.º e 12.º ano de escolaridade.
Através da análise dos questionários, identificaram-se os hábitos de leitura (géneros e modos literários), a relação dos alunos com a leitura, a influência de quem incentiva e implementa práticas de Leitura e/ou Educação Literária e a interação dos estudantes com os formatos tradicionais e digitais hodiernos.
Desta forma, importa entender a relevância e o entendimento que os discentes têm em relação à Leitura e à Educação Literária, tendo em conta o enquadramento teórico, o instrumento de recolha de dados e as atividades dinamizadas ao longo do estágio. A partir do desenvolvimento de cada capítulo deste Relatório de Estágio e os resultados da investigação quantitativa, ficou-se a conhecer a importância da Leitura e da Educação Literária nos formatos convencionais e não convencionais entre os estudantes.
ABSTRACT: This internship report - Reading and Literary Education in the 3rd Cycle of Basic Education and Secondary Education - aims to understand the relevance of the fields of reading and literary education in schools for students, teachers, the school community, and academics and researchers, taking into account practices and incentives, whether in traditional format (the book) or in digital formats (technological devices such as smartphones, tablets, and laptops). To this end, firstly, we sought to understand the field of reading and literary education; secondly, we investigated and ascertained the advantages and disadvantages at an educational, psychological, ethical, and individual level in line with the respective traditional and digital formats of today (literary typologies, modes and genres). In this sense, we used a quantitative approach to the research, which allowed us to collect and study the data, namely by drawing up the sample, formulating the survey, doing the fieldwork, and delivering and collecting the questionnaires. Finally, these questionnaires were analyzed when they were handed out by the respective teacher-cooperators to students in the third cycle of basic education, more specifically, in classes in the ninth year of schooling, as well as to students in secondary education, namely, in classes in the tenth and twelfth years of schooling. By analyzing the questionnaires, we identified reading habits (literary genres and modes), the students' relationship with reading, the influence of those who encourage and implement reading practices and literary education, and the student's interaction with traditional and modern digital formats. In this way, it is crucial to understand the relevance and understanding that the students have concerning reading and literary education, considering the theoretical framework, the data collection instrument, and the activities carried out throughout the internship. From the development of each chapter of this internship report and the results of the quantitative research, the importance of reading and literary education in conventional and non-conventional formats among students has been revealed.
ABSTRACT: This internship report - Reading and Literary Education in the 3rd Cycle of Basic Education and Secondary Education - aims to understand the relevance of the fields of reading and literary education in schools for students, teachers, the school community, and academics and researchers, taking into account practices and incentives, whether in traditional format (the book) or in digital formats (technological devices such as smartphones, tablets, and laptops). To this end, firstly, we sought to understand the field of reading and literary education; secondly, we investigated and ascertained the advantages and disadvantages at an educational, psychological, ethical, and individual level in line with the respective traditional and digital formats of today (literary typologies, modes and genres). In this sense, we used a quantitative approach to the research, which allowed us to collect and study the data, namely by drawing up the sample, formulating the survey, doing the fieldwork, and delivering and collecting the questionnaires. Finally, these questionnaires were analyzed when they were handed out by the respective teacher-cooperators to students in the third cycle of basic education, more specifically, in classes in the ninth year of schooling, as well as to students in secondary education, namely, in classes in the tenth and twelfth years of schooling. By analyzing the questionnaires, we identified reading habits (literary genres and modes), the students' relationship with reading, the influence of those who encourage and implement reading practices and literary education, and the student's interaction with traditional and modern digital formats. In this way, it is crucial to understand the relevance and understanding that the students have concerning reading and literary education, considering the theoretical framework, the data collection instrument, and the activities carried out throughout the internship. From the development of each chapter of this internship report and the results of the quantitative research, the importance of reading and literary education in conventional and non-conventional formats among students has been revealed.
Description
Dissertação de Mestrado, Ensino de Português e Inglês no 3.º Ciclo do Ensino Básico e Ensino Secundário, 10 de abril de 2025, Universidade dos Açores.
Keywords
Leitura Educação Literária Ensino do 3.º Ciclo do Ensino Básico Ensino Secundário Tipologias Géneros e Modos Literários
Pedagogical Context
Citation
SOARES, Bruno Miguel Sousa Gaudêncio. (2024). "A Leitura e a Educação Literária no 3.º Ciclo do Ensino Básico e no Ensino Secundário". Ponta Delgada: Universidade dos Açores, 108 p. Dissertação de Mestrado em Ensino de Português e Inglês no 3.º Ciclo do Ensino Básico e Ensino Secundário. Disponível em http://hdl.handle.net/10400.3/8743