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Leitura em Voz Alta: Perceções e Práticas de Professores de 1º Ciclo do Ensino Básico
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Abstract(s)
A leitura é uma das capacidades mais importantes e determinantes no sucesso pessoal, social e académico do ser humano. Desta forma, para que o aluno alcance uma proficiência sólida no domínio da leitura, é de extrema importância que este contacte com livros, ouça ler em voz alta e leia diariamente.
O presente estudo, Leitura em voz alta: perceções e práticas de professores de 1.º Ciclo do Ensino Básico, surgiu no contexto do projeto Já Sei Ler – Leitura em Voz Alta, fruto da colaboração entre o ISEC Lisboa, o Plano Nacional de Leitura e o Município do Entroncamento. Com este estudo, analisamos as perceções dos professores do 1º Ciclo do Ensino Básico (CEB) relativamente à importância que concedem às práticas de leitura em voz alta em sala de aula, por um lado, e, por outro, procuramos conhecer as práticas que desenvolvem relativamente àquela. Como tal, assumem-se como objetivos: (i) compreender a importância da leitura em voz alta em sala de aula; (ii) conhecer as perceções dos professores a propósito da importância de práticas promotoras de leitura em voz alta em sala de aula; (iii) identificar práticas promotoras de leitura em voz alta em sala de aula.
O estudo analisou uma amostra de (N=31) docentes do 1.º CEB das escolas envolvidas no projeto Já Sei Ler – Leitura em Voz Alta. A opção metodológica adotada para recolha e análise dos dados foi a abordagem geral quantitativa, com recurso a um inquérito por questionário.
Os resultados encontrados indicam que os professores de 1º CEB têm ciente a potencialidade da leitura em voz alta, conferindo-lhe o valor de imprescindível (51,61%), ainda que se verifique pouca diversificação de estratégias em contexto de sala de aula, pois as estratégias mais utilizadas passam em grande medida pela leitura em voz alta pelo professor ou aluno (96,77%).
Reading is one of the most important and decisive skills in one’s personal, social and academic success. Therefore, and in order for the students to achieve a solid proficiency in reading, it is extremely important the contact with books, listening to others reading aloud and read daily. The present study Read aloud: perceptions and primary school teachers' practices arose from the project Já Sei Ler – Leitura em Voz Alta (loose translation: I Know How to Read – Reading Aloud), a collaboration between ISEC Lisbon, the Portuguese National Reading Plan and the Municipality of Entroncamento. This study analyses, on the one hand, the perceptions of primary school teachers regarding the importance given to the practice of reading aloud in class and, on the other hand, the practices used relating to reading aloud. As such, the goals of the study are: (i) to understand the importance of reading aloud in the classroom; (ii) to know the teachers' perceptions regarding the importance of practices that promote reading aloud in the classroom; (iii) to identify practices that promote reading aloud in the classroom. The study analysed a sample of (N=31) primary school teachers involved in the project I Know How to Read – Reading Aloud. The methodology for collection and analysis of data was the general quantitative approach, through the use of a questionnaire. The findings suggest that the primary school teachers are aware of the potential benefits of reading aloud, rating it as essential (51,61%), even though there is a lack of diversity in strategies used in the classroom, as the most used strategies are reading aloud by the teacher or student (96,77%).
Reading is one of the most important and decisive skills in one’s personal, social and academic success. Therefore, and in order for the students to achieve a solid proficiency in reading, it is extremely important the contact with books, listening to others reading aloud and read daily. The present study Read aloud: perceptions and primary school teachers' practices arose from the project Já Sei Ler – Leitura em Voz Alta (loose translation: I Know How to Read – Reading Aloud), a collaboration between ISEC Lisbon, the Portuguese National Reading Plan and the Municipality of Entroncamento. This study analyses, on the one hand, the perceptions of primary school teachers regarding the importance given to the practice of reading aloud in class and, on the other hand, the practices used relating to reading aloud. As such, the goals of the study are: (i) to understand the importance of reading aloud in the classroom; (ii) to know the teachers' perceptions regarding the importance of practices that promote reading aloud in the classroom; (iii) to identify practices that promote reading aloud in the classroom. The study analysed a sample of (N=31) primary school teachers involved in the project I Know How to Read – Reading Aloud. The methodology for collection and analysis of data was the general quantitative approach, through the use of a questionnaire. The findings suggest that the primary school teachers are aware of the potential benefits of reading aloud, rating it as essential (51,61%), even though there is a lack of diversity in strategies used in the classroom, as the most used strategies are reading aloud by the teacher or student (96,77%).
Description
Keywords
fluência, leitura em voz alta, perceções e práticas de professores de 1.º CEB. Fluency, Reading aloud, primary school teachers' perceptions and practices