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O papel da literatura para a infância na articulação curricular entre português e matemática: uma proposta para o 4º ano de escolaridade
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Abstract(s)
O presente relatório surge no âmbito da unidade curricular Estágio IV
do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino
Básico e tem como tema o papel dos livros de histórias infantis na
aprendizagem da língua portuguesa e da matemática. Com esta investigação
pretende-se compreender de que forma as histórias infantis contribuem para
a aprendizagem da língua e da matemática e identificar estratégias de ação
para promover um ensino que contribua para a aquisição de aprendizagens
nestas áreas disciplinares de forma articulada.
A fundamentação teórica incide sobre os aspetos centrais para a
concretização deste projeto, nomeadamente, (i) a importância da articulação
curricular no processo de aprendizagem; (ii) os livros de histórias infantis na
aprendizagem da língua e da matemática; (iii) a importância da literatura
infantil no desenvolvimento da compreensão leitora e, por fim, (iv) a
importância da literatura infantil no domínio da geometria.
Este projeto foi desenvolvido com uma turma 4.º ano do 1.º ciclo do
ensino básico e para a sua concretização foram utilizadas técnicas de
observação participante e recolha documental, recorrendo-se, também, a
instrumentos de recolha, como notas de campo, fotografias e registos áudio.
Com a aplicação do projeto tornou-se evidente as vantagens de
trabalhar as duas áreas em articulação a partir de livros de literatura para a
infância, nomeadamente, a crescente motivação dos alunos ao trabalharem
usando esta metodologia.
This report comes within the scope of the curricular unit Stage IV of the Master's Degree in Pre-School Education and Teaching of the 1st cycle of Basic Education and has as its theme the role of children's storybooks in the learning of the Portuguese language and mathematics. This investigation aims to (i) understand how children's stories contribute to language and mathematics learning and (ii) identify action strategies to promote teaching that contributes to the acquisition of learning in these disciplinary areas in an articulated way. The theoretical foundation focuses on the central aspects for the realization of this project, namely, (i) the importance of curricular articulation in the learning process; (ii) children's storybooks in language and mathematics learning; (iii) the importance of children's literature in the development of reading comprehension and, finally, (iv) the importance of children's literature in the field of geometry. This project was developed with a 4th grade class of the 1st cycle of basic education and for its implementation techniques of participant observation and document collection were used, also resorting to collection instruments, such as field notes, photographs, and records audio. With the application of the project, the advantages of working the two areas in conjunction from literature books for children became evident, namely, the growing motivation of students when working using this methodology.
This report comes within the scope of the curricular unit Stage IV of the Master's Degree in Pre-School Education and Teaching of the 1st cycle of Basic Education and has as its theme the role of children's storybooks in the learning of the Portuguese language and mathematics. This investigation aims to (i) understand how children's stories contribute to language and mathematics learning and (ii) identify action strategies to promote teaching that contributes to the acquisition of learning in these disciplinary areas in an articulated way. The theoretical foundation focuses on the central aspects for the realization of this project, namely, (i) the importance of curricular articulation in the learning process; (ii) children's storybooks in language and mathematics learning; (iii) the importance of children's literature in the development of reading comprehension and, finally, (iv) the importance of children's literature in the field of geometry. This project was developed with a 4th grade class of the 1st cycle of basic education and for its implementation techniques of participant observation and document collection were used, also resorting to collection instruments, such as field notes, photographs, and records audio. With the application of the project, the advantages of working the two areas in conjunction from literature books for children became evident, namely, the growing motivation of students when working using this methodology.
Description
Keywords
Articulação curricular Literatura para a infância Compreensão Leitora Geometria Curricular articulation Children's literature Reading Comprehension Geometry