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Conceções e práticas de ensino da linguagem escrita na Educação Pré-Escolar e no primeiro ano do primeiro Ciclo do Ensino Básico
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Abstract(s)
O final da educação pré-escolar e a passagem para o primeiro ano do 1º ciclo do ensino
básico (1º CEB) constituem uma fase importante na vida académica dos alunos, pois assinalam
o início do ensino formal. Assim sendo, procurou-se com esta investigação compreender de que
forma as conceções dos docentes influenciam a abordagem à linguagem escrita durante a
educação pré-escolar e a aprendizagem da mesma no primeiro ano do 1ºCEB. O estudo que
aqui apresentamos teve os seguintes objetivos: compreender a importância que educadores da
educação pré-escolar e professores do 1.º ano do primeiro ciclo atribuem ao desenvolvimento
de competências da linguagem escrita e aferir a congruência entre as conceções e práticas de
educadores e de professores quanto à valorização da linguagem escrita. A presente investigação
constitui-se como sendo de natureza qualitativa com uma perspetiva interpretativa, adotando
uma metodologia de estudo de caso, incidindo sobre uma única escola com valências de
educação pré-escolar e 1.º CEB. A recolha de dados foi realizada através da aplicação de
entrevistas semiestruturadas a quatro educadoras de infância e cinco a professores do primeiro
ciclo desta escola. A análise e o tratamento dos dados qualitativos caraterizaram-se pela
categorização de temas e subtemas que nos permitiram responder às questões de investigação
e discutir os resultados. Os resultados mostram que tanto os educadores como os professores
valorizam o desenvolvimento de competências da linguagem escrita. Mais especificamente, a
diversidade das práticas descritas e a intencionalidade pedagógica das mesmas evidenciam que
as suas conceções influenciam a abordagem à aprendizagem da escrita. Verificou-se que a
valorização do desenvolvimento da linguagem escrita se encontra associada à perceção que as
educadoras têm sobre as suas práticas pedagógicas e formação, pois as entrevistadas que
partilharam informações adicionais são as mesmas que mencionam ter recebido formação
contínua neste domínio. Apuraram-se também as conceções dos docentes em relação aos
entraves no acesso à formação contínua. Tanto educadores como professores mencionam que
as formações, além de terem um elevado custo financeiro, este é assumido pelos mesmos, o
que, por sua vez, nos leva a questionar a igualdade no acesso à formação contínua profissional.
The end of pre-school education and the transition to the first year of the 1st cycle of basic education (1º CEB) are an important phase in the academic life of students, as they mark the beginning of formal education. Therefore, this research sought to understand how teachers' conceptions influence the approach to written language during pre-school education and its learning in the first year of the 1st CEB. The study presented here had the following objectives: to understand the importance that pre-school educators and teachers of the 1st year of the first cycle attribute to the development of written language skills and to assess the congruence between the conceptions and practices of educators and teachers regarding the valorisation of written language. The present research is qualitative in nature with an interpretative perspective, adopting a case study methodology, focusing on a single school with pre-school and 1st CEB education valences. Data collection was carried out through the application of semi-structured interviews to four kindergarten teachers and five to primary school teachers. The analysis and treatment of qualitative data were characterized by the categorization of themes and subthemes that allowed us to answer the research questions and discuss the results. The results show that both educators and teachers value the development of written language skills. More specifically, the diversity of the practices described and their pedagogical intentionality show that their conceptions influence the approach to learning to write. It was found that the valorisation of the development of written language is associated with the perception that educators have about their pedagogical practices and training, as the interviewees who shared additional information are the same ones who mention having received continuous training in this field. The conceptions of teachers in relation to the obstacles in access to continuous training were also investigated. Both educators and teachers mention that training, in addition to having a high financial cost, is assumed by them, which, in turn, leads us to question equality in access to continuous professional training.
The end of pre-school education and the transition to the first year of the 1st cycle of basic education (1º CEB) are an important phase in the academic life of students, as they mark the beginning of formal education. Therefore, this research sought to understand how teachers' conceptions influence the approach to written language during pre-school education and its learning in the first year of the 1st CEB. The study presented here had the following objectives: to understand the importance that pre-school educators and teachers of the 1st year of the first cycle attribute to the development of written language skills and to assess the congruence between the conceptions and practices of educators and teachers regarding the valorisation of written language. The present research is qualitative in nature with an interpretative perspective, adopting a case study methodology, focusing on a single school with pre-school and 1st CEB education valences. Data collection was carried out through the application of semi-structured interviews to four kindergarten teachers and five to primary school teachers. The analysis and treatment of qualitative data were characterized by the categorization of themes and subthemes that allowed us to answer the research questions and discuss the results. The results show that both educators and teachers value the development of written language skills. More specifically, the diversity of the practices described and their pedagogical intentionality show that their conceptions influence the approach to learning to write. It was found that the valorisation of the development of written language is associated with the perception that educators have about their pedagogical practices and training, as the interviewees who shared additional information are the same ones who mention having received continuous training in this field. The conceptions of teachers in relation to the obstacles in access to continuous training were also investigated. Both educators and teachers mention that training, in addition to having a high financial cost, is assumed by them, which, in turn, leads us to question equality in access to continuous professional training.