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A literatura infantil como recurso para a prevenção e combate ao discurso de ódio
| Name: | Description: | Size: | Format: | |
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| 1.13 MB | Adobe PDF |
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Abstract(s)
O presente relatório de investigação tem como finalidade apresentar o projeto
implementado e desenvolvido no período de estágio, no âmbito da unidade curricular de
Estágio IV, presente nos planos de estudo do Mestrado em Educação Pré-Escolar e Ensino
o 1.º Ciclo do Ensino Básico. Neste documento é feita uma descrição e reflexão sobre a
prática pedagógica num contexto de uma turma de 3.º ano de escolaridade do 1.º Ciclo do
Ensino Básico, sendo esta intervenção assente na interação entre a Prevenção e Combate
ao Discurso de ódio com a literatura infantil, envolvendo dinâmicas que preveem a
reflexão, por parte dos participantes, sobre a temática.
Relativamente à metodologia, esta é considerada a mais apropriada à natureza do projeto
e da intervenção, sendo, então, uma investigação sobre a prática pedagógica e posiciona se, naturalmente, numa perspetiva de investigação qualitativa. Deste modo, o método de
recolha de informação recai sobre toda a ação no contexto e, fundamentalmente, na
pesquisa documental e os inquéritos por entrevista aos alunos, à Professora titular e à
Professora da Oficina dos Direitos Humanos.
Com todo o processo investigativo, pode-se concluir que a Literatura infantojuvenil, para
além de ser um elemento que, naturalmente, motiva e suscita interesse nas crianças, é
também recurso que, facilmente, se alia a uma área de conhecimento, nomeadamente, a
da Cidadania e Desenvolvimento, mais especificamente dos Direitos Humanos, levando
os alunos a refletirem e a pensarem criticamente sobre o conteúdo do livro.
This research report has the purpose of presenting the project implemented and developed during the internship period, within the scope of the course unit Internship IV, shown in the study plans of the Master’s Degree in Pre-school Educationa and Primary School Teaching. This document describes and reflects on the pedagogical practice in the context of a 3rd grade class of the 1st cycle of basic education. This intervention is based on the interaction between Prevention and Fight Against Hate Speech and children’s literature, involving dynamics that foresee the reflection of the participants on the theme. Regarding the methodology, it is considered the most appropriate to the nature of the project and the intervention, being, then, an investigation on pedagogical practice and is positined, naturally, in a qualitative research perspective. Thus, the method for collecting information falls on all the action in the context and, fundamentally, on documentary research and interview surveys with students, the head teacher and the Human Rights Worshop teacher. Throughout the investigative process, it can be concluded that Children’s Literature, besides being an element that naturally motivates and raises interest in childern, is also a resource that easily combines with an area of knowledge, namely Citizenship and Development, more specifically Human Rights, leading students to reflect and think critically about the contente of the book.
This research report has the purpose of presenting the project implemented and developed during the internship period, within the scope of the course unit Internship IV, shown in the study plans of the Master’s Degree in Pre-school Educationa and Primary School Teaching. This document describes and reflects on the pedagogical practice in the context of a 3rd grade class of the 1st cycle of basic education. This intervention is based on the interaction between Prevention and Fight Against Hate Speech and children’s literature, involving dynamics that foresee the reflection of the participants on the theme. Regarding the methodology, it is considered the most appropriate to the nature of the project and the intervention, being, then, an investigation on pedagogical practice and is positined, naturally, in a qualitative research perspective. Thus, the method for collecting information falls on all the action in the context and, fundamentally, on documentary research and interview surveys with students, the head teacher and the Human Rights Worshop teacher. Throughout the investigative process, it can be concluded that Children’s Literature, besides being an element that naturally motivates and raises interest in childern, is also a resource that easily combines with an area of knowledge, namely Citizenship and Development, more specifically Human Rights, leading students to reflect and think critically about the contente of the book.
Description
Keywords
Literatura infantil Direitos humanos Prevenção e combate ao discurso de ódio Ensino do 1.º Ciclo do Ensino Básico Children’s literature Human rights Prevention and fight against hate speech Primary school teaching