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Desenvolvendo o gosto pelos livros e a competência para a leitura no 1º ciclo do Ensino Básico
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| 1.42 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O presente estudo desenvolveu-se ao longo de quatro meses, durante o estágio no 1.º Ciclo do
Ensino Básico (1.º CEB), no 2.º ano de escolaridade. O tema deste trabalho final surgiu a
partir da vontade de compreender as estratégias utilizadas pelos professores de 1.º CEB de
uma escola pública para desenvolver o gosto pelos livros e a competência para a leitura no 1.º
CEB. Foram realizados questionários aos professores e aos alunos, com o intuito de
responder à questão de investigação “Qual é a perceção dos professores de 1.º CEB e dos
alunos de 2.º ano sobre as atividades e abordagens utilizadas para promover o gosto pela
leitura?”. Além disso, foram realizados alguns momentos de leitura feitos para os alunos e
cada um referiu o livro de que mais gostou e as razões para a sua escolha, o que permitiu
responder à questão de investigação “Que atividades podem estimular a motivação para a
leitura no 1.º CEB?”. Por fim, registou-se a avaliação de cinco momentos de leitura dos
alunos no concurso de leitura, procurando responder à pergunta de investigação “De que
forma os concursos de leitura contribuem para o desenvolvimento da competência de leitura
dos alunos?”. Face aos resultados obtidos, foi possível concluir que os professores de 1.º
CEB utilizam algumas estratégias para motivar os alunos a ler e a desenvolver o gosto pelos
livros, tendo em conta que muitas atividades de leitura realizadas ajudam na motivação para a
leitura. Contudo, o desenvolvimento do gosto pela leitura e pelos livros está diretamente
ligado aos interesses pessoais de cada aluno. A existência de um cantinho da leitura em sala
de aula constitui uma estratégia para motivar os alunos a ler, mas não faz obrigatoriamente
com que os alunos passem a gostar de ler ou adquiram hábitos de leitura. Por fim, os
concursos de leitura contribuem para o desenvolvimento da competência de leitura dos
alunos, mas, se estes não treinarem a leitura dos textos, podem resultar em avaliações menos
boas ou oscilações das avaliações de leitura.
The present study was developed over four months, during the internship in the 1st Cycle of Basic Education (1st CEB), with a 2nd year class. The theme of this final work arose from the desire to understand the strategies used by 1st CEB teachers in a public school to develop a taste for books and reading skills in the 1st CEB. Questionnaires were carried out among teachers and students, with the aim of answering the research question “What is the perception of 1st CEB teachers and 2nd year students about the activities and approaches used to promote a love of reading ?”. Furthermore, some moments of reading were conducted for the students and each one mentioned the book they liked most and the reasons for their choice, which helped answer the research question “What activities can stimulate motivation for reading in the 1st CEB?”. Finally, five reading moments by students in a reading competition were assessed, in order to answer the research question “How do reading competitions contribute to the development of students’ reading skills?”. Given the results obtained, it was possible to conclude that 1st CEB teachers use some strategies to motivate students to read and develop a taste for books, since many reading activities carried out help to motivate students to read. However, the development of a taste for reading and books is directly connected with each student's personal interests. The existence of a reading corner in the classroom is a strategy to motivate students to read, but it does not necessarily make students enjoy reading or acquire reading habits. Finally, reading competitions contribute to the development of students' reading skills, but if they do not practice reading texts, these competitions can result in less good evaluations or fluctuations in reading evaluations.
The present study was developed over four months, during the internship in the 1st Cycle of Basic Education (1st CEB), with a 2nd year class. The theme of this final work arose from the desire to understand the strategies used by 1st CEB teachers in a public school to develop a taste for books and reading skills in the 1st CEB. Questionnaires were carried out among teachers and students, with the aim of answering the research question “What is the perception of 1st CEB teachers and 2nd year students about the activities and approaches used to promote a love of reading ?”. Furthermore, some moments of reading were conducted for the students and each one mentioned the book they liked most and the reasons for their choice, which helped answer the research question “What activities can stimulate motivation for reading in the 1st CEB?”. Finally, five reading moments by students in a reading competition were assessed, in order to answer the research question “How do reading competitions contribute to the development of students’ reading skills?”. Given the results obtained, it was possible to conclude that 1st CEB teachers use some strategies to motivate students to read and develop a taste for books, since many reading activities carried out help to motivate students to read. However, the development of a taste for reading and books is directly connected with each student's personal interests. The existence of a reading corner in the classroom is a strategy to motivate students to read, but it does not necessarily make students enjoy reading or acquire reading habits. Finally, reading competitions contribute to the development of students' reading skills, but if they do not practice reading texts, these competitions can result in less good evaluations or fluctuations in reading evaluations.
Description
Keywords
Competências de leitura, motivação, gosto pela leitura, 1.º Ciclo do Ensino Básico. Reading skills, motivation, love of reading, 1st Cycle Basic Education