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Contar histórias com o Scratch: o contributo do ambiente gráfico de programação para a aprendizagem da língua
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| 6.51 MB | Adobe PDF |
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Abstract(s)
O presente estudo foi desenvolvido em contexto de estágio, numa turma de 4.º ano de
escolaridade do 1.º Ciclo do Ensino Básico.
Este projeto de investigação conjuga duas áreas: uma de integração curricular transversal,
as Tecnologias da Informação e Comunicação (TIC) – Iniciação à programação no 1.º
Ciclo do Ensino Básico (1.º CEB); e o Português do 1.º CEB– domínio da Educação
Literária. O grande objetivo passava por observar, descrever e analisar a influência e as
potencialidades do Scratch em contexto formal de ensino, para a aprendizagem de
conteúdos do português, no 4.º ano de escolaridade. Foi neste âmbito que surgiu a
seguinte questão: Em que medida a exploração do Scratch, como ferramenta para contar
histórias, pode contribuir para a aprendizagem da língua?
A implementação deste projeto consistiu, inicialmente, por apresentar um inquérito por
questionário de forma a perceber qual a relação que os alunos da turma tinham com a
leitura, bem como os seus hábitos relativamente ao uso do computador e o acesso ao
mesmo. Após esta primeira análise explorei um conjunto de tarefas com os alunos de
forma a introduzir em contexto formal de ensino a iniciação à programação, bem como o
Círculo de Leitura, enquanto estratégia pedagógica para explorar textos literários.
Posteriormente propus a elaboração de um projeto de turma “Contar Histórias com o
Scratch!”. No final optei pela realização de entrevistas, individual à professora cooperante
e em grupos de trabalho aos alunos, não apenas para perceber qual a perspetiva da
professora cooperante e dos alunos relativamente à minha intervenção e às atividades
desenvolvidas, mas também para consolidar opiniões recolhidas por outros métodos e
retirar alguma dúvida que pudesse ter subsistido.
Os resultados do estudo revelaram que a utilização do computador e a metodologia
utilizada funcionam como um motor de aprendizagem e uma forma de motivação para
que as atividades sejam realizadas com entusiasmo. Independentemente da dificuldade da
tarefa, os alunos, através de uma aprendizagem ativa, de exploração e criação, de tentativa
erro, de colaboração e entreajuda, estiveram sempre motivados, interessados e
conscientes das suas próprias aprendizagens.
This study was developed in the context of an internship, in a 4th grade class of the 1st Cycle of Primary School. This research project combines two areas: one of transversal curricular integration, Information and Communication Technologies (ICT) – Introduction to programming in the Primary School; and the Portuguese of the 1st cycle – domain of Literary Education. The main objective was to observe, describe and analyze the influence and potential of Scratch in a formal teaching context, for the learning of Portuguese content, in the 4th grade of schooling. It was in this context that the following question arose: IN what extent can the exploration of Scratch, as a storytelling tool, contribute to language learning? The implementation of this project consisted, initially, by presenting a questionnaire survey in order to understand the relationship that students in the class had with reading, as well as their habits regarding computer use and access to it. After this first analysis, I explored a set of tasks with the students to introduce, in a formal teaching context, the introduction to programming, as well as the Reading Circle, as a pedagogical strategy to explore literary texts. Later, I proposed the elaboration of a class project “Tell Stories with Scratch!”. In the end, I opted to conduct individual interviews, individual to the cooperating teacher and in work groups with the students. Not only to understand the perspective of the cooperating teacher and students regarding my intervention and the activities developed, but also to consolidate collected opinions by other methods and remove any doubt that might have remained. The results of the study revealed that the use of the computer and the methodology used work as a learning engine and a form of motivation for activities to be carried out with enthusiasm. Regardless of the difficulty of the task, the students, through active learning, exploration and creation, trial and error, collaboration, and mutual help, were always motivated, interested, and aware of their own learning.
This study was developed in the context of an internship, in a 4th grade class of the 1st Cycle of Primary School. This research project combines two areas: one of transversal curricular integration, Information and Communication Technologies (ICT) – Introduction to programming in the Primary School; and the Portuguese of the 1st cycle – domain of Literary Education. The main objective was to observe, describe and analyze the influence and potential of Scratch in a formal teaching context, for the learning of Portuguese content, in the 4th grade of schooling. It was in this context that the following question arose: IN what extent can the exploration of Scratch, as a storytelling tool, contribute to language learning? The implementation of this project consisted, initially, by presenting a questionnaire survey in order to understand the relationship that students in the class had with reading, as well as their habits regarding computer use and access to it. After this first analysis, I explored a set of tasks with the students to introduce, in a formal teaching context, the introduction to programming, as well as the Reading Circle, as a pedagogical strategy to explore literary texts. Later, I proposed the elaboration of a class project “Tell Stories with Scratch!”. In the end, I opted to conduct individual interviews, individual to the cooperating teacher and in work groups with the students. Not only to understand the perspective of the cooperating teacher and students regarding my intervention and the activities developed, but also to consolidate collected opinions by other methods and remove any doubt that might have remained. The results of the study revealed that the use of the computer and the methodology used work as a learning engine and a form of motivation for activities to be carried out with enthusiasm. Regardless of the difficulty of the task, the students, through active learning, exploration and creation, trial and error, collaboration, and mutual help, were always motivated, interested, and aware of their own learning.
Description
Keywords
1.º CEB Educação Literária Círculo de Leitura TIC Scratch Trabalho de projeto Primary School 1st Cycle Literary Education Reading Circle ICT Project work