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A aprendizagem da leitura: análise de manuais do 1.º ano de escolaridade
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.44 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Os manuais escolares são ferramentas fundamentais na prática letiva dos
docentes, substancialmente, aqueles que são utilizados como suportes da aprendizagem
da leitura no primeiro ciclo do ensino básico e, muito particularmente, no primeiro ano
de escolaridade, ano em que se inicia a aprendizagem formal da leitura. O treino
explícito e sistemático das correspondências grafema-fonema é considerado
fundamental para o sucesso desta competência. Neste sentido, os textos dos manuais
devem contribuir para do desenvolvimento da consciência fonémica, incidindo no treino
das correspondências grafema-fonema e na consolidação das regras ortográficas
mediante o uso de palavras descodificáveis, elementos fónicos e estruturas silábicas
simples. Contudo, as práticas dos docentes mostram que estes nem sempre têm uma
visão precisa acerca da leitura nem sobre as caraterísticas dos manuais para o ensino
desta habilidade e baseiam as suas escolhas a partir de critérios múltiplos e pessoais,
esquecendo-se, por vezes, que os manuais servem de base como procedimentos teóricos
da aprendizagem.
Este estudo incide na análise da forma como os manuais contribuem para a
aprendizagem da leitura. Assim, foram analisados os textos com dígrafos e encontros
consonantais dos três manuais mais adotados no nosso país no ano letivo 2009/2010.
Visto que durante a realização deste estudo se deu a transição de um ano letivo para
outro, sendo esta transição acompanhada de uma alteração no Programa disciplinar,
procedeu-se também à análise dos manuais das mesmas editoras, mas editados à luz do
novo programa. Com este estudo podemos concluir que nem todos os manuais têm em
conta o tipo de habilidade de leitura que os seus textos deverão exercitar, de forma, a
que os alunos automatizem o processo de descodificação, essencial na fase inicial da
aprendizagem da leitura. Também os docentes, nem sempre têm em conta estes critérios no momento em que adotam o manual de Língua Portuguesa do 1.º ano de escolaridade,
o que poderá surtir implicações na aprendizagem dos alunos, uma vez que o manual
continua a ser o suporte de aprendizagem mais utilizado pelos professores.
School manuals are essential tools in the teaching daily practice, especially those which are used as main support in teaching how to read in the first grade, it’s vital that they be chosen consciously. In first grade, children start the process of learning how to read. The explicit and systematic practice of the relation between grapheme and phoneme is considered as fundamental for the success of this skill. So, manual’s texts are supposed to contribute to the development of the phonetic conscience, by insisting on the practice of the relation between grapheme and phoneme as well as in consolidating the orthographic rules by using decodable words, phonetic elements and simple syllabic structures. However, the teacher’s experience reveals that there are not always certainties about the learning of how to read or which manuals are more appropriated to it. They make their choices on personal and multiple criteria, forgetting that manuals are supposed to be theoretical procedures of learning. This study was focused on analyzing the way school manuals contribute to learning process of how to read. So, texts of three different manuals (of those which were preferred in 2009/2010), rich in reading cases, were analyzed. During the making of this study happened the transition to a new school year. Along with it, came some changes to curricular programs. So, new manuals from the same editors were analysed as well. Based on this study we can conclude that not all the manuals take into account the kind of reading skills their texts should practice so that students can assimilate the decoding process, which is crucial on the beginning of learning how to read. Also the teachers don’t always think about these criteria when the choice of the first grade’s manual is made. As consequence, there may appear handicaps in the learning process, since the manual is the learning support more used by teachers.
School manuals are essential tools in the teaching daily practice, especially those which are used as main support in teaching how to read in the first grade, it’s vital that they be chosen consciously. In first grade, children start the process of learning how to read. The explicit and systematic practice of the relation between grapheme and phoneme is considered as fundamental for the success of this skill. So, manual’s texts are supposed to contribute to the development of the phonetic conscience, by insisting on the practice of the relation between grapheme and phoneme as well as in consolidating the orthographic rules by using decodable words, phonetic elements and simple syllabic structures. However, the teacher’s experience reveals that there are not always certainties about the learning of how to read or which manuals are more appropriated to it. They make their choices on personal and multiple criteria, forgetting that manuals are supposed to be theoretical procedures of learning. This study was focused on analyzing the way school manuals contribute to learning process of how to read. So, texts of three different manuals (of those which were preferred in 2009/2010), rich in reading cases, were analyzed. During the making of this study happened the transition to a new school year. Along with it, came some changes to curricular programs. So, new manuals from the same editors were analysed as well. Based on this study we can conclude that not all the manuals take into account the kind of reading skills their texts should practice so that students can assimilate the decoding process, which is crucial on the beginning of learning how to read. Also the teachers don’t always think about these criteria when the choice of the first grade’s manual is made. As consequence, there may appear handicaps in the learning process, since the manual is the learning support more used by teachers.