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Promover o interesse pela leitura e a compreensão leitora na infância
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| 7.37 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Este relatório reporta-se a dois estágios realizados no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º ciclo do Ensino Básico, pela Universidade dos Açores. O presente documento procura dar conta das nossas práticas ao nível da Educação Pré-Escolar e do 1.º ciclo do Ensino Básico fundadas na literatura da área e nos documentos curriculares relevantes em cada um destes níveis de ensino, com particular enfoque na promoção e interesse pela leitura e da compreensão leitora na infância.
Com este trabalho realizado pretendemos atingir os seguintes objetivos: Analisar, de forma crítica e fundamentada, as experiências de aprendizagem realizadas e os resultados alcançados em cada nível educativo; Promover o contacto com diferentes contextos de utilização da escrita e da leitura; Explorar o potencial das diferentes áreas da sala para promover o contacto diário com suportes de escrita diversos; Promover atividades favoráveis à compreensão de diferentes tipos de textos e enunciados, suas funções e objetivos comunicacionais.
Para tal, procedemos à descrição e análise de um conjunto de atividades específicas que selecionámos dentro daquela problemática, procurando evidenciar a forma como, nas nossas práticas, promovemos a compreensão e o interesse pela leitura.
Concluímos que, na Educação Pré-Escolar realizámos um conjunto diversificado e rico de atividades potenciadoras do contacto com a leitura e a escrita, suscitando na criança a sua atenção para este modo de comunicar e a compreensão da sua existência e funcionalidade, bem como do contacto através das tecnologias, para que percebesse a importância da leitura como fonte de conhecimento sobre o mundo. Já o trabalho à distância dificultou o contacto direto com os alunos no 1.º ciclo impossibilitando a recolha de elementos que permitissem perceber de que forma aqueles iam progredindo nas suas aprendizagens, que dificuldades iam evidenciando, que necessidades e preferências iam demonstrando. Embora a maior parte do tempo tenha sido à distância, procurámos criar diversas situações de aprendizagem em que os alunos envolvidos de uma forma lúdica contactassem com a palavra escrita e pudessem utilizá-la para a realização de tarefas diversas potenciando a compreensão do significado da palavra, a capacidade de a decodificar e de a associar a outras palavras.
ABSTRACT: The aim of this report is to assess the educational action developed in two pedagogical internships context integrated in the Master´s Degree in Pre-School Education and 1st Cycle Elementary School, at the University of the Azores. The report is about the reflection on the general activities conducted in our internships on Pre-School Education and 1st Cycle Elementary School curricular units’ context, focusing on children’s reading and comprehension interest. The main goals we hope to achieve was to analyse learning skills reached on every educational level on a critical and fundamental way; to promote contact with different reading and writing contexts; to explore different classroom areas in order to reach different writing skills; and to foment the comprehension of distinct texts and questions from different activities. In that order, we proceeded to the description and analysis of a selected set of specific activities, seeking to highlight how our practices promote understanding and interest in reading. In Pre-School Education, we can conclude that were carried a diverse and rich set of activities which enhance contact with reading and writing, raising the child’s attention to this way of communicating and the understanding of its existence and functionality. The contact through technologies, to realize the importance of reading as a source of knowledge about the world, was also achieved. On the other hand, online work made it difficult to have direct contact with students in the 1st cycle, which made impossible to collect elements that would allow us to understand how they were progressing in their learning, what difficulties they were showing and what needs and preferences they were showing. Although most of the time was afar, we tried to create several learning situations, which allowed students to connect to the written word and could use it to perform different tasks, enhancing the understanding of the word, the ability to decode it and associate it with other words.
ABSTRACT: The aim of this report is to assess the educational action developed in two pedagogical internships context integrated in the Master´s Degree in Pre-School Education and 1st Cycle Elementary School, at the University of the Azores. The report is about the reflection on the general activities conducted in our internships on Pre-School Education and 1st Cycle Elementary School curricular units’ context, focusing on children’s reading and comprehension interest. The main goals we hope to achieve was to analyse learning skills reached on every educational level on a critical and fundamental way; to promote contact with different reading and writing contexts; to explore different classroom areas in order to reach different writing skills; and to foment the comprehension of distinct texts and questions from different activities. In that order, we proceeded to the description and analysis of a selected set of specific activities, seeking to highlight how our practices promote understanding and interest in reading. In Pre-School Education, we can conclude that were carried a diverse and rich set of activities which enhance contact with reading and writing, raising the child’s attention to this way of communicating and the understanding of its existence and functionality. The contact through technologies, to realize the importance of reading as a source of knowledge about the world, was also achieved. On the other hand, online work made it difficult to have direct contact with students in the 1st cycle, which made impossible to collect elements that would allow us to understand how they were progressing in their learning, what difficulties they were showing and what needs and preferences they were showing. Although most of the time was afar, we tried to create several learning situations, which allowed students to connect to the written word and could use it to perform different tasks, enhancing the understanding of the word, the ability to decode it and associate it with other words.
Description
Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 11 de janeiro de 2022, Universidade dos Açores.
Keywords
Educação Pré-Escolar Ensino Básico (1.º Ciclo) Escrita Leitura Interest in Reading Reading Comprehension Reading Strategies
Pedagogical Context
Citation
Câmara, Inês Meireles Ponte (2021). "Promover o interesse pela leitura e a compreensão leitora na infância", 189 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/10400.3/6267>