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A lenda em manuais escolares de 2.º CEB – o caso dos Açores
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| 2.69 MB | Adobe PDF |
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Abstract(s)
As tecnologias digitais têm transformado profundamente as formas de socialização, aquisição de conhecimento e construção identitária, sobretudo entre os mais jovens. O acesso rápido à informação e a multiplicidade de plataformas virtuais desafiam os conceitos clássicos de identidade e sentido de pertença, tornando essencial refletir sobre o papel da escola nesse processo. No ensino do Português, a literatura oral, especialmente a lenda, destaca-se como um recurso privilegiado para fortalecer a
identidade cultural e a memória coletiva (Cerrillo, 2005; Solé, 2018). O presente estudo pretende compreender como os alunos açorianos do 2.º ciclo do Ensino Básico se relacionam com os conteúdos didáticos abordados através do estudo de três lendas – duas são de origem açoriana e uma, de Portugal continental, presente no manual escolar adotado. Ao analisar de que modos os alunos respondem a estas narrativas, procura-se perceber se a proximidade cultural e geográfica influencia a sua receção e consequentemente, as aprendizagens associadas a este tipo de texto. A estrutura do Relatório Final organiza-se em três capítulos: enquadramento
teórico sobre identidade e literatura oral, metodologia adotada e análise dos resultados. O estudo pretende ainda indicar que a exploração de lendas locais em contexto educativo pode reforçar a identidade local, estimular o pensamento crítico e promover
uma aprendizagem mais significativa.
Digital technologies have profoundly transformed the in which individuals socialize, acquire knowledge, and construct their identities, particularly among younger generations. The rapid access to information and the multiplicity of virtual platforms challenge classical concepts of identity and belonging, making it essential to reflect on the role of school in this process. In the teaching of Portuguese, oral literature— especially the legend— stands out as a valuable resource for strengthening cultural identity and collective memory (Cerrillo, 2005; Solé, 2018). This study aims to understand how Azorean students in the second cycle of Basic Education relate to didactic content through the study of three legends— two of Azorean origin and one from mainland Portugal, the latter included in the adopted school textbook. By analysing how students respond to these narratives, the study seeks to determine whether cultural and geographical proximity influences their reception and, consequently, the learning associated with this type of text. The Final Report is structured in three chapters: theoretical framework on identity and oral literature, adopted methodology, and analysis of results. The study also aims to indicate that exploring local legends in educational contexts can strengthen local identity, stimulate critical thinking, and promote more meaningful learning.
Digital technologies have profoundly transformed the in which individuals socialize, acquire knowledge, and construct their identities, particularly among younger generations. The rapid access to information and the multiplicity of virtual platforms challenge classical concepts of identity and belonging, making it essential to reflect on the role of school in this process. In the teaching of Portuguese, oral literature— especially the legend— stands out as a valuable resource for strengthening cultural identity and collective memory (Cerrillo, 2005; Solé, 2018). This study aims to understand how Azorean students in the second cycle of Basic Education relate to didactic content through the study of three legends— two of Azorean origin and one from mainland Portugal, the latter included in the adopted school textbook. By analysing how students respond to these narratives, the study seeks to determine whether cultural and geographical proximity influences their reception and, consequently, the learning associated with this type of text. The Final Report is structured in three chapters: theoretical framework on identity and oral literature, adopted methodology, and analysis of results. The study also aims to indicate that exploring local legends in educational contexts can strengthen local identity, stimulate critical thinking, and promote more meaningful learning.
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Keywords
Identidade Cultural Literatura Oral Ensino do Português Lendas Açorianas Manuais Escolares cultural identity oral literature Portuguese language teaching Azorean legends school textbooks