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Despertar o gosto pela leitura: a experiência do Passaporte da Leitura numa turma do 4.º ano de escolaridade
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O estudo apresentado no presente relatório de investigação surge no âmbito da unidade curricular de Estágio IV, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Centrou-se no tema da promoção do gosto pela leitura, tendo sido desenvolvido numa turma do 4.º ano de escolaridade do 1.º Ciclo do Ensino Básico. Partindo do tema selecionado, a questão de investigação definida para o presente estudo foi: “De que modo é que o Passaporte da Leitura se pode revelar um recurso didático importante na promoção do gosto pela leitura num contexto de 1.º Ciclo do Ensino Básico?”. Para responder a esta questão, os objetivos estabelecidos foram os seguintes: (i) compreender as potencialidades do Passaporte da Leitura enquanto recurso para promover o gosto pela leitura; (ii) analisar as perceções dos alunos sobre as atividades desenvolvidas. A metodologia utilizada foi de natureza qualitativa, centrada na investigação sobre a prática, permitindo o acompanhamento direto e reflexivo da minha ação em contexto real de sala de aula. No que diz respeito à recolha e análise de dados, foram utilizadasgrelhas de observação, notas de campo, registos fotográficos e áudio, produções dos alunos, inquéritos por questionário, entrevistas (semiestruturada e focus group) e consulta de documentação de âmbito pedagógico, de forma a obter uma compreensão profunda e contextualizada do fenómeno em estudo. Relativamente aos principais resultados obtidos, foi possível constatar que, através do recurso Passaporte da Leitura, os alunos aumentaram a sua frequência leitora, diversificaram as suas escolhas literárias, tornaram-se leitores mais autónomos e críticos, assumiram uma atitude reflexiva face às obras lidas e valorizaram a partilha das suas experiências com os colegas. Desta forma, verificou-se um aumento do gosto pela leitura, traduzido em mudanças nos hábitos e atitudes dos alunos face à prática leitora.
The study presented in this research report was developed within the scope of the curricular unit Estágio IV of the Master’s Degree in Preschool Education and Primary Education. It focused on the theme of promoting the enjoyment of reading and was carried out in a 4th-grade class of the Primary Education level. Based on the selected theme, the research question guiding this study was: “In what ways can the Reading Passport be an important didactic resource in promoting the enjoyment of reading within a Primary Education context?” To address this question, the following objectives were established: (i) to understand the potential of the Reading Passport as a resource to foster the enjoyment of reading; and (ii) to analyze students’ perceptions regarding the activities developed. A qualitative methodology was adopted, centered on practitioner research, which allowed for direct and reflective monitoring of my professional practice within a real classroom context. Regarding data collection and analysis, observation grids, field notes, photographic and audio records, students’ written productions, questionnaire surveys, semi-structured and focus group interviews, along with the consultation of pedagogical documentation, were used to obtain a deep and contextualized understanding of the phenomenon under study. The main findings indicate that, through the use of the Reading Passport resource, students increased their reading frequency, diversified their literary choices, became more autonomous and critical readers, adopted a reflective attitude toward the texts they read, and valued the sharing of their reading experiences with peers. Thus, an overall enhancement of reading enjoyment was observed, reflected in positive changes in students’ reading habits and attitudes.
The study presented in this research report was developed within the scope of the curricular unit Estágio IV of the Master’s Degree in Preschool Education and Primary Education. It focused on the theme of promoting the enjoyment of reading and was carried out in a 4th-grade class of the Primary Education level. Based on the selected theme, the research question guiding this study was: “In what ways can the Reading Passport be an important didactic resource in promoting the enjoyment of reading within a Primary Education context?” To address this question, the following objectives were established: (i) to understand the potential of the Reading Passport as a resource to foster the enjoyment of reading; and (ii) to analyze students’ perceptions regarding the activities developed. A qualitative methodology was adopted, centered on practitioner research, which allowed for direct and reflective monitoring of my professional practice within a real classroom context. Regarding data collection and analysis, observation grids, field notes, photographic and audio records, students’ written productions, questionnaire surveys, semi-structured and focus group interviews, along with the consultation of pedagogical documentation, were used to obtain a deep and contextualized understanding of the phenomenon under study. The main findings indicate that, through the use of the Reading Passport resource, students increased their reading frequency, diversified their literary choices, became more autonomous and critical readers, adopted a reflective attitude toward the texts they read, and valued the sharing of their reading experiences with peers. Thus, an overall enhancement of reading enjoyment was observed, reflected in positive changes in students’ reading habits and attitudes.
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Educação Literária Gosto pela leitura Hábitos de leitura Passaporte da Leitura Literary Education Reading enjoyment Reading habits Reading Passport