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Como fazer bons leitores?: como desenvolver as aprendizagens essenciais, no domínio da educação literária, no 1º ciclo do ensino básico?
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Abstract(s)
O presente estudo, desenvolvido no âmbito da unidade curricular Estágio IV, do
Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, teve como
questões centrais: “Como fazer bons leitores? Como desenvolver as aprendizagens
essenciais, no domínio da educação literária, no 1.º Ciclo do Ensino Básico?”. A
investigação, realizada numa turma do 4.º ano composta por 26 alunos, estabeleceu como
objetivos compreender a relação das crianças com a leitura literária, avaliar o impacto do
trabalho colaborativo e dos debates no fomento do gosto pela leitura e explorar a relação
entre a leitura literária em contexto escolar e o contributo familiar
Adotou-se uma metodologia de natureza qualitativa, baseada na observação
participante, análise documental, focus group e entrevista semiestruturada, com análise
de conteúdo. O projeto de leitura “Os bons leitores” foi estruturado em quatro etapas,
privilegiando a diversidade literária e promovendo a apreciação estética e o pensamento
crítico. Os resultados evidenciaram que a inclusão da literatura no processo educativo
favorece o desenvolvimento de competências sociais, críticas e culturais, com a
diversidade e variação linguística a emergir como um recurso valioso para o
reconhecimento da pluralidade e a promoção do pensamento reflexivo. O trabalho
colaborativo revelou-se determinante para o envolvimento dos alunos, enriquecendo o
processo de aprendizagem. Este estudo reafirma o papel essencial da literatura na
formação de leitores críticos, sublinhando a importância de práticas pedagógicas e
familiares para a construção de hábitos de leitura desde a infância.
The present study, developed within the scope of the curricular unit Internship IV, part of the master’s degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, focused on the central questions: “How to make good readers? How to develop the Essential Learning of Literary Education in the 1st Cycle of Basic Education?” The research, conducted with a 4th-grade class consisting of 26 students, aimed to understand children’s relationship with literary reading, assess the impact of collaborative work and debates in fostering a love of reading, and explore the connection between literary reading in the school context and family contributions. A qualitative methodology was adopted, based on participant observation, document analysis, focus group, and a semi-structured interview, with content analysis. The reading project “The Good Readers” was structured into four stages, emphasizing literary diversity and promoting aesthetic appreciation and critical thinking. The results highlighted that the inclusion of literature in the educational process fosters the development of social, critical, and cultural skills, with linguistic diversity and variation emerging as valuable resources for recognizing plurality and promoting reflective thinking. Collaborative work proved to be crucial for student engagement, enriching the teaching-learning process. This study reaffirms the essential role of literature in shaping critical readers, underscoring the importance of pedagogical and family practices in building reading habits from an early age.
The present study, developed within the scope of the curricular unit Internship IV, part of the master’s degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, focused on the central questions: “How to make good readers? How to develop the Essential Learning of Literary Education in the 1st Cycle of Basic Education?” The research, conducted with a 4th-grade class consisting of 26 students, aimed to understand children’s relationship with literary reading, assess the impact of collaborative work and debates in fostering a love of reading, and explore the connection between literary reading in the school context and family contributions. A qualitative methodology was adopted, based on participant observation, document analysis, focus group, and a semi-structured interview, with content analysis. The reading project “The Good Readers” was structured into four stages, emphasizing literary diversity and promoting aesthetic appreciation and critical thinking. The results highlighted that the inclusion of literature in the educational process fosters the development of social, critical, and cultural skills, with linguistic diversity and variation emerging as valuable resources for recognizing plurality and promoting reflective thinking. Collaborative work proved to be crucial for student engagement, enriching the teaching-learning process. This study reaffirms the essential role of literature in shaping critical readers, underscoring the importance of pedagogical and family practices in building reading habits from an early age.
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Keywords
Educação literária Competência literária Trabalho colaborativo Variação e diversidade linguística Formação de leitores Literary education Literary competence Collaborative work Linguistic variation and diversity Reader formation