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A prática pedagógica em contexto Pré-Escolar e escolar como contributo para a promoção de comportamentos leitores e escritores
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Advisor(s)
Abstract(s)
Neste relatório analisamos e discutimos as práticas pedagógicas em contexto de estágio ao nível da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico no que se refere, em particular, à promoção de ambientes leitores e escritores, focando a criação e realização de situações de aprendizagem que possibilitem a vivência de situações que estimulem o trabalho escolar.
Ao longo deste trabalho damos conta da investigação levada a cabo no decorrer das nossas intervenções pedagógicas nos dois níveis de ensino referidos, progredindo com a recolha de informação através da observação participante, das dinâmicas da sala e do desenvolvimento e aprendizagem das crianças e dos alunos.
Em ambos os estágios foi nossa intenção que as estratégias utilizadas contribuíssem não só para o desenvolvimento da leitura e da escrita, mas que fossem, de igual modo, um encorajamento no crescimento pessoal e relacional das crianças e dos alunos. Simultaneamente, considerou-se não só as dinâmicas que estavam antecipadamente planificadas, como também as situações inesperadas que surgiam aquando da interação com as crianças e com os alunos.
No estágio em Educação Pré-Escolar a promoção da leitura e da escrita incidiu com maior frequência na área de Expressão e Comunicação, tendo em conta os diversos domínios que a compõem, verificando-se a evolução de algumas crianças no que diz respeito à cópia do nome, em relação à escrita e da etapa de leitura icónica para a etapa de hipótese do nome, no que concerne à leitura, enquanto que no estágio em contexto de 1.º Ciclo do Ensino Básico, a disciplina de Português destacou-se com a realização de um maior número de atividades promotoras exclusivamente da leitura e da escrita, constatando-se, a nível global, uma melhoria na leitura textos, bem como a escrita de textos com um menor número de erros ortográficos e com uma melhor estruturação de ideias.
Relativamente à prática pedagógica concluímos que, em ambos os níveis educativos, os objetivos delineados foram atingidos com sucesso, à exceção do quinto objetivo, em contexto do 1.º Ciclo do Ensino Básico.
ABSTRACT: In this report we analyse and discuss the pedagogic practices in the curricular stage context, at the Pre-Scholar and 1st Basic Education Cycle to what refers, in particular, to the promotion of reading and writing environments, focusing the creation and achievement of learning situations which allow the experience of situations that stimulate schoolwork. During this work, we point the investigation carried out during our pedagogic interventions on the two teaching levels referred above, dynamics found in the teaching room and the development and learning of their children and students. In both curricular stages, it was our intention that the strategies used would contribute not only to the development of reading and writing but were also, an encouragement to personal growing and relational of children and students. Simultaneously, it was considered, not only the dynamics that were planned in advance, but also how to capitalize the unexpected situations that came out during interaction with children and students. In the Pre-Scholar Education curricular stage, the promotion of reading and writing focused, with higher frequency in the Expression and Communication areas, considering the various do domains that compose it, verifying the evolution of some children, with regard to the copy of the name, in relation to the writing and from the iconic reading stage to the name hypothesis stage, with regard to Reading, while in the curricular stage in context of the 1st Basic Education Cycle, the discipline of Portuguese highlighted with the production of a higher number of promoting activities, exclusively related to reading and writing, where it was found, at a global level, an improvement in the reading of texts, as well as the writing of texts with a smaller number of spelling errors and with a better structuring of ideas. In reference to the pedagogic practice, we conclude that, in both educational levels, the outlined targets were successfully reached, except for the fifth target, in context to the 1st Basic Education Cycle.
ABSTRACT: In this report we analyse and discuss the pedagogic practices in the curricular stage context, at the Pre-Scholar and 1st Basic Education Cycle to what refers, in particular, to the promotion of reading and writing environments, focusing the creation and achievement of learning situations which allow the experience of situations that stimulate schoolwork. During this work, we point the investigation carried out during our pedagogic interventions on the two teaching levels referred above, dynamics found in the teaching room and the development and learning of their children and students. In both curricular stages, it was our intention that the strategies used would contribute not only to the development of reading and writing but were also, an encouragement to personal growing and relational of children and students. Simultaneously, it was considered, not only the dynamics that were planned in advance, but also how to capitalize the unexpected situations that came out during interaction with children and students. In the Pre-Scholar Education curricular stage, the promotion of reading and writing focused, with higher frequency in the Expression and Communication areas, considering the various do domains that compose it, verifying the evolution of some children, with regard to the copy of the name, in relation to the writing and from the iconic reading stage to the name hypothesis stage, with regard to Reading, while in the curricular stage in context of the 1st Basic Education Cycle, the discipline of Portuguese highlighted with the production of a higher number of promoting activities, exclusively related to reading and writing, where it was found, at a global level, an improvement in the reading of texts, as well as the writing of texts with a smaller number of spelling errors and with a better structuring of ideas. In reference to the pedagogic practice, we conclude that, in both educational levels, the outlined targets were successfully reached, except for the fifth target, in context to the 1st Basic Education Cycle.
Description
Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 30 de outubro de 2020.
Keywords
Educação Pré-Escolar Ensino Básico (1.º Ciclo) Escrita Leitura Prática Pedagógica 1st Cycle of Basic Education Pedagogic Practice Pre-Scholar Education Reading Writing
Pedagogical Context
Citation
Cardoso, Carolina Carvalho Soares. "A prática pedagógica em contexto Pré-Escolar e escolar como contributo para a promoção de comportamentos leitores e escritores". 2020. 133 p.. (Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2020. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/5902>.