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O presente relatório final resulta de um projeto de investigação-ação, realizado em duas fases. A primeira ocorreu durante o estágio curricular, no ano letivo 2020/2021, no âmbito do 1.º Ciclo do Ensino Básico (CEB), numa turma de 1.º ano. A segunda contemplou entrevistas semiestruturadas aplicadas a cinco docentes no período de 23 de fevereiro a 16 de março de 2023.
O estudo centrou-se na problemática observada durante o estágio, onde se constatou que o contacto dos alunos com a Educação Literária e com a Literatura para Infância era limitado ao manual escolar. Promoveu-se um projeto de leitura, tendo como principal objetivo promover a Educação Literária utilizando como objeto o livro. Deste modo, desenvolveram-se três intervenções educativas centradas no livro.
Complementarmente, considerou-se pertinente conhecer as perspetivas e práticas dos docentes em relação à Educação Literária. Para isso, recorreu-se à técnica de entrevista semiestruturada. Os dados foram sujeitos a uma análise de conteúdo para o seu tratamento.
Foi possível constatar que o projeto de leitura implementado contribuiu positivamente para despertar o interesse dos alunos pela literatura e pelos livros. Os alunos mostraram-se interessados na exploração dos diferentes livros e nas atividades propostas. As sessões desenvolvidas poderão ter, a curto e a longo prazo, benefícios ao nível do desenvolvimento de competências leitoras e literárias.
No âmbito das entrevistas constatou-se que os docentes reconhecem a importância da promoção da Educação Literária, no entanto, nas suas práticas descrevem dificuldades em concretizar momentos de mediação leitora centrados no livro, continuando, em alguns casos, a privilegiar o uso do manual escolar.
This final report derives from an action research project conducted in two phases. The first phase took place during a teaching internship in the 2020/2021 academic year, within the context of the First Cycle of Basic Education (Primary Education), in a Year 1 class. The second phase involved semi-structured interviews conducted with five teachers between 23 February and 16 March 2023. The study focused on an issue observed during the internship, namely that pupils’ engagement with Literary Education and Children’s Literature was largely restricted to the school textbook. A reading project was therefore implemented, with the principal aim of promoting Literary Education using books. Three educational interventions were developed, each centred around a specific book. Additionally, it was deemed pertinent to explore teachers’ perspectives and practices regarding Literary Education. To this end, semi-structured interviews were conducted. The data collected were subjected to content analysis for processing. It was found that the reading project implemented had a positive impact in fostering pupils’ interest in literature and books. The pupils showed genuine enthusiasm in exploring various books and in taking part in the proposed activities. The sessions delivered may contribute, both in the short and long term, to the development of reading and literary skills. The interviews revealed that teachers recognise the importance of promoting Literary Education; however, they also reported challenges in delivering book-centred reading mediation sessions, with some continuing to place emphasis on the use of the school textbook.
This final report derives from an action research project conducted in two phases. The first phase took place during a teaching internship in the 2020/2021 academic year, within the context of the First Cycle of Basic Education (Primary Education), in a Year 1 class. The second phase involved semi-structured interviews conducted with five teachers between 23 February and 16 March 2023. The study focused on an issue observed during the internship, namely that pupils’ engagement with Literary Education and Children’s Literature was largely restricted to the school textbook. A reading project was therefore implemented, with the principal aim of promoting Literary Education using books. Three educational interventions were developed, each centred around a specific book. Additionally, it was deemed pertinent to explore teachers’ perspectives and practices regarding Literary Education. To this end, semi-structured interviews were conducted. The data collected were subjected to content analysis for processing. It was found that the reading project implemented had a positive impact in fostering pupils’ interest in literature and books. The pupils showed genuine enthusiasm in exploring various books and in taking part in the proposed activities. The sessions delivered may contribute, both in the short and long term, to the development of reading and literary skills. The interviews revealed that teachers recognise the importance of promoting Literary Education; however, they also reported challenges in delivering book-centred reading mediation sessions, with some continuing to place emphasis on the use of the school textbook.
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Keywords
Educação Literária Literatura para a Infância 1.º ano do 1.º Ciclo do Ensino Básico Conceções e Práticas dos Docentes Literary Education Children’s Literature Year 1 of Primary Education teachers’ perceptions and practices