Loading...
Publication
A transversalidade da linguagem escrita na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.3 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente Relatório retrata a ação e formação pedagógica experienciada nos Estágios realizados na Educação Pré-escolar e no 1.º Ciclo do Ensino Básico e analisa a operacionalização da transversalidade da linguagem escrita nestes níveis educativos.
No Estágio em Educação Pré-escolar, as experiências de aprendizagem realizadas no âmbito da abordagem à escrita permitiram às crianças reconhecer o seu nome e outras palavras, praticar a escrita livre e orientada, registar intervenções orais, ler e recontar histórias por escrito, contactar com diversos materiais e suportes escritos, permitindo, por um lado, desenvolver a compreensão das funcionalidades da língua escrita e a identificação das regras da escrita e, por outro lado, alargar a utilização da escrita a outras áreas e domínios de conteúdo.
No primeiro momento do Estágio em contexto do 1.º Ciclo do Ensino Básico, a aprendizagem da escrita possibilitou aos alunos interpretar enunciados e escrever diferentes tipos de texto, com intenções comunicativas diversificadas, desenvolvendo a compreensão e expressão escrita. No segundo momento deste Estágio, possibilitou aos alunos reconhecer e escrever em letra manuscrita o seu o nome, outras palavras e números, registar intervenções orais, ler histórias e contactar com materiais e suportes escritos, motivando para o desenvolvimento da expressão escrita e reflexão sobre o processo de escrita de letras no português, mas também nas restantes áreas curriculares.
A análise efetuada ao trabalho realizado mostra que as estratégias adotadas e os recursos usados na prática pedagógica influenciaram a forma como as crianças/os alunos experienciaram as várias situações de abordagem/aprendizagem de escrita que lhes propusemos. Assim, foi possível potenciar a compreensão e a expressão escrita de forma transversal ao currículo e desenvolver competências de escrita nas diferentes áreas curriculares da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico.
À vista disso, os dados alcançados neste trabalho reflexivo-investigativo apontam para a concretização dos nossos objetivos e despertam para a importância de se conhecer as experiências e os conhecimentos prévios das crianças/dos alunos sobre a linguagem escrita, de forma a adotar práticas de abordagem/de aprendizagem da escrita tão significativas e diversificadas quanto possível.
ABSTRACT: This Report portrays the pedagogical action and training experienced in the internships carried out in Pre-school Education and in the 1st Cycle of Basic Education and analyzes the operationalization of the transversality of written language at these educational levels. In the Pre-school Education Internship, the learning experiences carried out within the scope of the writing approach allowed children to recognize their name and other words, practice free and guided writing, register oral interventions, read and retell written stories, contact with several written materials and supports, allowing, on the one hand, to develop an understanding of the functionalities of the written language and the identification of the rules of writing and, on the other hand, to extend the use of writing to other areas and domains of content. In the first stage of the Internship in the context of the 1st Cycle of Basic Education, the learning of writing enabled students to interpret statements and write different types of text, with diverse communicative intentions, developing written comprehension and expression. In the second stage of this Internship, it enabled students to recognize and write their name, other words and numbers in handwritten letters, record oral interventions, read stories and contact written materials and supports, motivating for the development of written expression and reflection on the process of writing letters in Portuguese, but also in the other curricular areas. The analysis carried out on the work-performed shows that the strategies adopted and the resources used in the pedagogical practice influenced the way the children/students experienced the various situations of approach/learning of writing that we proposed to them. Thus, it was possible to enhance understanding and written expression across the curriculum and develop writing skills in the different curricular areas of Pre-School Education and the 1st Cycle of Basic Education. In view of this, the data obtained in this reflective-investigative work point to the realization of our objectives and awaken to the importance of knowing the experiences and previous knowledge of children/students about written language, in order to adopt approach practices/writing skills as meaningful and diverse as possible.
ABSTRACT: This Report portrays the pedagogical action and training experienced in the internships carried out in Pre-school Education and in the 1st Cycle of Basic Education and analyzes the operationalization of the transversality of written language at these educational levels. In the Pre-school Education Internship, the learning experiences carried out within the scope of the writing approach allowed children to recognize their name and other words, practice free and guided writing, register oral interventions, read and retell written stories, contact with several written materials and supports, allowing, on the one hand, to develop an understanding of the functionalities of the written language and the identification of the rules of writing and, on the other hand, to extend the use of writing to other areas and domains of content. In the first stage of the Internship in the context of the 1st Cycle of Basic Education, the learning of writing enabled students to interpret statements and write different types of text, with diverse communicative intentions, developing written comprehension and expression. In the second stage of this Internship, it enabled students to recognize and write their name, other words and numbers in handwritten letters, record oral interventions, read stories and contact written materials and supports, motivating for the development of written expression and reflection on the process of writing letters in Portuguese, but also in the other curricular areas. The analysis carried out on the work-performed shows that the strategies adopted and the resources used in the pedagogical practice influenced the way the children/students experienced the various situations of approach/learning of writing that we proposed to them. Thus, it was possible to enhance understanding and written expression across the curriculum and develop writing skills in the different curricular areas of Pre-School Education and the 1st Cycle of Basic Education. In view of this, the data obtained in this reflective-investigative work point to the realization of our objectives and awaken to the importance of knowing the experiences and previous knowledge of children/students about written language, in order to adopt approach practices/writing skills as meaningful and diverse as possible.
Description
Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 13 de julho de 2021.
Keywords
Educação Pré-Escolar Ensino Básico (1.º Ciclo) Escrita Língua Materna Transversalidade Curricular 1st Cycle of Basic Education Learning Experiences Pre-School Education
Citation
Miranda, Bianca da Câmara. "A transversalidade da linguagem escrita na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico", 135 p.. (Mestrado 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/10400.3/6040>.