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Consciência sintática e uso de vírgulas
| Name: | Description: | Size: | Format: | |
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| 1.98 MB | Adobe PDF |
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Abstract(s)
A presente investigação desenvolvida no âmbito do Mestrado em Ensino do 1.º e do 2.º Ciclo do Ensino Básico insere-se na área do Português e tem como tema, as conceções dos alunos sobre as funções sintáticas e as regras de uso de vírgula, através da partilha de interações. Este estudo visa verificar se a partilha de interações promove a aprendizagem das funções sintáticas e das regras de uso de vírgula; perceber as dificuldades, as facilidades e as estratégias utilizadas pelos alunos, concernentes à temática do estudo e compreender se a sequência didática dos três guiões foi útil na identificação das funções sintáticas e na correção das regras de uso de vírgula.
O quadro teórico de referência está estruturado em quatro secções. A primeira específica as perspetivas de gramática. A segunda explícita a oficina gramatical como um método de ensino de gramática e aborda os conceitos de conhecimento implícito, explícito e funcionamento da língua. A terceira refere-se ao conceito de gramática segundo as prescrições dos documentos oficiais. A última apresenta as funções sintáticas e as regras de uso de vírgula.
A metodologia deste estudo integra-se num paradigma interpretativo e constitui uma investigação-ação. As técnicas de recolha de dados utilizadas foram a observação participante, a gravação de interações, a recolha de produções escritas e as entrevistas. Esta intervenção ocorreu numa turma do 5.º ano de escolaridade e recolheram-se os dados de 4 participantes sobre o tema proposto.
Os resultados do estudo evidenciam, que a partilha de interações e os guiões de oficina gramatical permitiram que os dois pares melhorassem as suas aprendizagens, sobre as funções sintáticas e as regras de uso de vírgula, dados os progressos significativos registados nestes dois domínios.
The present investigation developed in the scope of the Master’s degree in Education of first and seconde cycle of Basic Education, its inside the Portuguese Area and has as a subject, the conceptions of the students about syntactic functions and the rules of the usage of the comma, through the share of interactions. This study has as a goal to verify if the share of interactions promotes the learning of the syntactic functions and the rules of the comma, to understand the difficulties, facilities and the methodologies used by the students, relating to the thematic of the study and understand if the didactic sequence of the three guides was useful in the identification of the syntactic functions and in the correction of the rules of the usage of the comma. The theoretical reference framework is structured in four sections. The first one specifies the perspectives of the grammar. The second explicit the grammar laboratory and approaches the concepts of the implicit and explicit knowledge and the language system. The third one, refers to the grammar concept in accordance with the recommendations of the official documents. The last section, presents the syntactic functions and the rules of the usage of the comma. The methodology of this study integrates in an interpretative paradigm and constitutes one investigation-action. The techniques used to select the data were the participative observation, the record of the interactions, the collection of written productions and interviews. This intervention occurred in a fifth grade classroom and was collected the data of four participants, in relation with the theme proposed. The results of the study highlight, that the share of the interactions and the guides of grammar laboratory allowed that the two pairs improved its learnings, in relation with the syntactic functions and the rules of the usage of the comma, considering the significant progresses registered in these two domains.
The present investigation developed in the scope of the Master’s degree in Education of first and seconde cycle of Basic Education, its inside the Portuguese Area and has as a subject, the conceptions of the students about syntactic functions and the rules of the usage of the comma, through the share of interactions. This study has as a goal to verify if the share of interactions promotes the learning of the syntactic functions and the rules of the comma, to understand the difficulties, facilities and the methodologies used by the students, relating to the thematic of the study and understand if the didactic sequence of the three guides was useful in the identification of the syntactic functions and in the correction of the rules of the usage of the comma. The theoretical reference framework is structured in four sections. The first one specifies the perspectives of the grammar. The second explicit the grammar laboratory and approaches the concepts of the implicit and explicit knowledge and the language system. The third one, refers to the grammar concept in accordance with the recommendations of the official documents. The last section, presents the syntactic functions and the rules of the usage of the comma. The methodology of this study integrates in an interpretative paradigm and constitutes one investigation-action. The techniques used to select the data were the participative observation, the record of the interactions, the collection of written productions and interviews. This intervention occurred in a fifth grade classroom and was collected the data of four participants, in relation with the theme proposed. The results of the study highlight, that the share of the interactions and the guides of grammar laboratory allowed that the two pairs improved its learnings, in relation with the syntactic functions and the rules of the usage of the comma, considering the significant progresses registered in these two domains.
Description
Keywords
Gramática Oficina gramatical Funções sintáticas Consciência sintática Vírgula Grammar Grammar laboratory Syntactic functions Syntactic awareness Comma Relatório de projeto de investigação Relatório de estágio