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A educação literária como indutora para a elaboração de textos narrativos
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| 2.36 MB | Adobe PDF |
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Abstract(s)
Este relatório centra-se na descrição, discussão e fundamentação do trabalho realizado no projeto “A Educação Literária como indutora para a elaboração de textos narrativos”. O projeto teve como principal objetivo abordar aspetos da Educação Literária com alunos de uma turma de 3.º ano, a partir de obras de literatura para a infância, no sentido de contribuir para a elaboração de textos narrativos. Como tal, o projeto tem como questão/problema “A Educação Literária contribuí para a melhoria da conceção de textos narrativos?”.
A metodologia utilizada na execução do projeto foi a Investigação sobre a Prática, recorrendo a uma abordagem qualitativa de investigação. Para a conceção do projeto foi desenvolvida uma prática que seguiu as seguintes fases: a aplicação de um questionário e elaboração de uma produção textual como diagnóstico; a apresentação e exploração de obras de literatura infantil, optimizando aspetos da Educação Literária; a realização de textos narrativos pelos alunos, cumprindo com determinados objetivos conforme os conteúdos abordados; e a avaliação.
Após a implementação do projeto e a respetiva análise dos resultados, verificou-se uma evolução por parte dos alunos, nomeadamente: (i) na utilização de diferentes expressões para iniciar um texto; (ii) na utilização de diversos conectores textuais; (iii) no cumprimento da estrutura de um texto narrativo; (iv) na pontuação correta do diálogo.
This report focuses on description, discussion and justification of the work done in the project “The Literary Education as for inducing narrative texts”. The project had as main objective to address aspects of Literary Education with students of a 3rd year class, from works of children’s literature, in order to contribute to the development of narrative texts. As such, the project has the problem/question “Literary Education contributed to the better design of narrative texts?” The methodology used in the execution of the project was to research into practice, using a qualitative research approach. For the design of the project was developed a practice that followed the following stages: the application of a questionnaire and preparation of a text production as a diagnosis; the presentation and exploration of works of children’s literature, optimizing aspects of Literary Education; the realization of narrative texts by students, complying with certain goals as the content; and evaluation. After the implementation of the project and the respective analysis of the results, there was a trend on the part of the students, in particular: (i) the use of different expressions to start a text; (ii) the use of various textual connectors; (iii) in compliance with the structure of a narrative text; (iv) the correct dialogue punctuation.
This report focuses on description, discussion and justification of the work done in the project “The Literary Education as for inducing narrative texts”. The project had as main objective to address aspects of Literary Education with students of a 3rd year class, from works of children’s literature, in order to contribute to the development of narrative texts. As such, the project has the problem/question “Literary Education contributed to the better design of narrative texts?” The methodology used in the execution of the project was to research into practice, using a qualitative research approach. For the design of the project was developed a practice that followed the following stages: the application of a questionnaire and preparation of a text production as a diagnosis; the presentation and exploration of works of children’s literature, optimizing aspects of Literary Education; the realization of narrative texts by students, complying with certain goals as the content; and evaluation. After the implementation of the project and the respective analysis of the results, there was a trend on the part of the students, in particular: (i) the use of different expressions to start a text; (ii) the use of various textual connectors; (iii) in compliance with the structure of a narrative text; (iv) the correct dialogue punctuation.