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A contribuição da Educação Literária no fortalecimento da aprendizagem da escrita na Língua Portuguesa em alunos do 1º ano do 1º ciclo do Ensino Básico
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| 2.6 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
A aprendizagem da escrita é um dos domínios mais complexos e desafiantes do
1.º ano de escolaridade. Acredita-se que ao trabalharmos com os alunos de forma ativa,
estes irão aprender a escrever com mais facilidade. Nos dias de hoje, é comum as escolas
utilizarem uma metodologia ativa e construtivista na aprendizagem, pois “allows students
to shape their own learning paths and places upon them the responsibility to actively
participate in making their educational process a meaningful one” (Attard, Di Loio,
Geven & Santa, 2010, p.9). O conto de histórias insere-se nesta perspetiva. Para além de
ser um elemento essencial no desenvolvimento infantil, é recebido com grande agrado
pela maioria dos alunos deste ano de escolaridade. Assim, pretende-se investigar a
influência da leitura de livros no desenvolvimento da escrita.
O presente relatório incide sobre a contribuição da Educação Literária na
aprendizagem da escrita, recaindo num projeto de investigação-ação numa turma de 1.º
ano do 1.º Ciclo do Ensino Básico. Esta metodologia foi aplicada a uma amostra de vinte
e cinco crianças, num colégio situado no concelho de Oeiras. Esta investigação teve como principais objetivos o incentivo à escrita através da Educação Literária e a compreensão
da evolução dos alunos no domínio da escrita. Os instrumentos de recolha de dados
utilizados foram a observação direta participante, as conversas informais, tanto com os
alunos como com o professor cooperante, o diário de bordo e, por fim, a análise
documental.
O ambiente descontraído proporcionou uma aprendizagem mais clara e agradável,
o que nos permitiu assimilar, mais uma vez, que esta deve ser concebida de uma forma
lúdica, educativa e afetiva, pois “o professor vai ter maior facilidade em passar os
conteúdos de forma atrativa, que desperte a atenção dos alunos, mostrando que a brincar
também se aprende” (Menezes & Santos, 2021, p.663), tendo sido este o lema de toda a
investigação.
Learning how to write is one of the most complex and challenging areas of the 1st year of schooling. It is believed that if we work with students actively, they will learn to write more easily. Nowadays, it is common for schools to use an active and constructivist methodology in learning, as it “allows students to shape their own learning paths and places upon them the responsibility to actively participate in making their educational process a meaningful one” (Attard, Di Loio, Geven & Santa, 2010, p.9). Storytelling fits in this regard. In addition to being an essential element in child development, it is welcome by most students in this school year. This investigation aims to study the influence of reading books in learning how to write. This report focuses on the contribution of Literary Education in the learning of writing, based on an action-research project in a 1st year class of the 1st Cycle of Basic Education. This methodology was applied to a sample of twenty-five children, in a school located in Oeiras. The main objectives of this investigation were to encourage writing through literary education and to understand the evolution of students in this field. The data collection instruments used were direct participant observation, informal conversations, both with students and with the cooperating teacher, the logbook and,finally, document analysis. The friendly environment provided a clearer and more pleasant learning experience, which allowed us, once again, to ensure, that learning must be conceived in a playful, educational, and affective way, because “o professor vai ter maior facilidade em passar os conteúdos de forma atrativa, que desperte a atenção dos alunos, mostrando que a brincar também se aprende” (Menezes & Santos, 2021, p.663), this was the motto of the entire investigation.
Learning how to write is one of the most complex and challenging areas of the 1st year of schooling. It is believed that if we work with students actively, they will learn to write more easily. Nowadays, it is common for schools to use an active and constructivist methodology in learning, as it “allows students to shape their own learning paths and places upon them the responsibility to actively participate in making their educational process a meaningful one” (Attard, Di Loio, Geven & Santa, 2010, p.9). Storytelling fits in this regard. In addition to being an essential element in child development, it is welcome by most students in this school year. This investigation aims to study the influence of reading books in learning how to write. This report focuses on the contribution of Literary Education in the learning of writing, based on an action-research project in a 1st year class of the 1st Cycle of Basic Education. This methodology was applied to a sample of twenty-five children, in a school located in Oeiras. The main objectives of this investigation were to encourage writing through literary education and to understand the evolution of students in this field. The data collection instruments used were direct participant observation, informal conversations, both with students and with the cooperating teacher, the logbook and,finally, document analysis. The friendly environment provided a clearer and more pleasant learning experience, which allowed us, once again, to ensure, that learning must be conceived in a playful, educational, and affective way, because “o professor vai ter maior facilidade em passar os conteúdos de forma atrativa, que desperte a atenção dos alunos, mostrando que a brincar também se aprende” (Menezes & Santos, 2021, p.663), this was the motto of the entire investigation.
Description
Keywords
Educação Literária; Aprendizagem da Escrita; Leitura; 1.º ano do 1.º Ciclo do Ensino Básico. Literacy Education; Learning to write; Reading; 1st Year of the 1st Cycle of Basic Education.