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O Contributo da Literatura para a infância na aprendizagem da leitura e da escrita
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O presente relatório, intitulado “O contributo da literatura para a infância
na aprendizagem da leitura e da escrita” surge no âmbito do mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. A aprendizagem
da leitura e da escrita é um dos grandes focos no 1.º e 2.º anos do 1.º Ciclo do
Ensino Básico. Além de promover o desenvolvimento de competências
emocionais, a literatura para a infância consiste num recurso valioso no processo
de aquisição e consolidação das competências de leitura e escrita.
Esta investigação tem como principal foco o contributo da literatura para
a infância na aprendizagem da leitura e da escrita. Assim, procurou-se recolher
o maior número de estudos possíveis que já falaram sobre esta temática. O
presente relatório depara-se assente numa revisão sistemática da literatura. A
escolha desta metodologia tem o propósito de conformar uma síntese da
literatura sobre o tema escolhido de modo a identificar estudos publicados,
adotando-se assim uma recolha de cem artigos que se enquadravam na temática
escolhida.
Foram recolhidos 400 estudos e 311 estudos foram excluídos por não
cumprirem com os fatores de inclusão. Deste modo, foram analisados 89 estudos
que cumpriam com os fatores de inclusão. Dos 89 estudos é possível concluir
que o tipo de publicação mais encontrado nos estudos são as dissertações e
relatório de estágio de qualificação para a docência e que a metodologia mais
utilizada é a investigação-ação. Quanto aos temas conferi que o tema mais
significativo é literatura para a infância e a aprendizagem da leitura e da escrita
com foco na leitura.
This document, titled “The Contribution of Children's Literature to Learning to Read and Write,” is part of the Master's program in Preschool Education and Teaching in the First Cycle of Basic Education. The acquisition of reading and writing skills is a primary focus during the 1st and 2nd years of the First Cycle of Basic Education. In addition to promoting the development of emotional skills, children's literature serves as a significant resource for the development of these reading and writing skills. The present investigation centers on the role of children's literature in facilitating the learning of reading and writing. To achieve this, an extensive collection of relevant studies was conducted. This report is grounded in a systematic literature review, which aims to provide a critical synthesis of the existing research on this topic. A total of one hundred articles were identified and analyzed to illuminate the contributions of children's literature in this area. A total of 400 studies were collected, of which 311 were excluded for not meeting the inclusion criteria. Consequently, 89 studies that adhered to the inclusion factors were analyzed. From these 89 studies, it can be concluded that the most common type of publication is dissertations and qualification internship reports for teaching. The predominant methodology employed is action research. Regarding themes, the most significant topic identified is children’s literature and the learning of reading and writing, with a particular focus on reading.
This document, titled “The Contribution of Children's Literature to Learning to Read and Write,” is part of the Master's program in Preschool Education and Teaching in the First Cycle of Basic Education. The acquisition of reading and writing skills is a primary focus during the 1st and 2nd years of the First Cycle of Basic Education. In addition to promoting the development of emotional skills, children's literature serves as a significant resource for the development of these reading and writing skills. The present investigation centers on the role of children's literature in facilitating the learning of reading and writing. To achieve this, an extensive collection of relevant studies was conducted. This report is grounded in a systematic literature review, which aims to provide a critical synthesis of the existing research on this topic. A total of one hundred articles were identified and analyzed to illuminate the contributions of children's literature in this area. A total of 400 studies were collected, of which 311 were excluded for not meeting the inclusion criteria. Consequently, 89 studies that adhered to the inclusion factors were analyzed. From these 89 studies, it can be concluded that the most common type of publication is dissertations and qualification internship reports for teaching. The predominant methodology employed is action research. Regarding themes, the most significant topic identified is children’s literature and the learning of reading and writing, with a particular focus on reading.