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O contributo da sequência didática para o desenvolvimento de uma exposição oral: uma experiência numa turma do 4.º ano do 1.º ciclo do Ensino Básico
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Advisor(s)
Abstract(s)
O presente relatório apresenta um projeto de investigação realizado
numa turma do 4.º ano de escolaridade do 1.º Ciclo do Ensino Básico, durante
o estágio curricular do mestrado em Educação Pré-Escolar e Ensino do 1.º
Ciclo do Ensino Básico. Tem como foco principal compreender o contributo
de uma sequência didática (SD) para o desenvolvimento de competências de
expressão oral, nomeadamente, do género da exposição oral. Partindo dos
conhecimentos prévios dos alunos relativamente ao género textual em estudo,
foram planificados e desenvolvidos os módulos da SD.
Relativamente às opções metodológicas, este estudo baseia-se numa
abordagem de investigação qualitativa, enquadrando-se na investigação sobre
a prática. As técnicas e recolhas de dados utilizadas foram a observação direta
e a recolha documental. Quanto à técnica de análise de dados, procedeu-se à
análise documental.
Os resultados obtidos revelaram um desenvolvimento das
aprendizagens dos alunos, no que diz respeito aos objetivos pretendidos.
Deste modo, conclui-se que a concretização da SD contribuiu para o
desenvolvimento da oralidade, fazendo com que os alunos tivessem um bom
desempenho na produção final, nomeadamente seguindo a estrutura da
exposição oral, utilizando o vocabulário adequado ao tema e recorrendo aos
aspetos extralinguísticos. Assim, a sequência didática pode ser uma ótima
ferramenta para o processo de ensino/aprendizagem de competências do oral,
sobretudo do género da exposição oral.
This report presents a research project carried out in a class of the 4th year of schooling of the 1st Cycle of Basic Education, during the curricular internship of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. Its main focus is to understand the contribution of a didactic sequence (DS) to the development of oral expression skills, namely, the genre of oral presentation. Based on the students' previous knowledge regarding the textual genre under study, the DS modules were planned and developed. Regarding the methodological options, this study is based on a qualitative research approach, also fitting into the research on practice. The techniques and data collection used were direct observation and documentary collection. As for the data analysis technique, content analysis was carried out. The results obtained revealed a development of the students' learning, with regard to the intended objectives. Thus, it is concluded that the implementation of the didactic sequence contributed to the development of orality, because, after the previous identification of the students' knowledge in relation to the genre of the oral presentation, the didactic sequence was planned, in order to be systematic, explicit and intentional, making the students perform well in the final production, namely following the structure of the oral presentation, using the vocabulary appropriate to the theme and using extralinguistic aspects. Thus, the didactic sequence can be a great tool for the teaching/learning process of oral skills, especially the genre of oral presentation..
This report presents a research project carried out in a class of the 4th year of schooling of the 1st Cycle of Basic Education, during the curricular internship of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. Its main focus is to understand the contribution of a didactic sequence (DS) to the development of oral expression skills, namely, the genre of oral presentation. Based on the students' previous knowledge regarding the textual genre under study, the DS modules were planned and developed. Regarding the methodological options, this study is based on a qualitative research approach, also fitting into the research on practice. The techniques and data collection used were direct observation and documentary collection. As for the data analysis technique, content analysis was carried out. The results obtained revealed a development of the students' learning, with regard to the intended objectives. Thus, it is concluded that the implementation of the didactic sequence contributed to the development of orality, because, after the previous identification of the students' knowledge in relation to the genre of the oral presentation, the didactic sequence was planned, in order to be systematic, explicit and intentional, making the students perform well in the final production, namely following the structure of the oral presentation, using the vocabulary appropriate to the theme and using extralinguistic aspects. Thus, the didactic sequence can be a great tool for the teaching/learning process of oral skills, especially the genre of oral presentation..
Description
Keywords
Oralidade Exposição oral Sequência didática 1º Ciclo do Ensino Básico Orality Oral presentation Didactic sequence 1st Cycle of Basic Education