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Publication
O contributa da exploração de histórias para a aprendizagem da leitura e da escrita
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| 2.35 MB | Adobe PDF |
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Abstract(s)
O desenvolvimento de competências de literacia emergente, bem como a leitura e exploração de histórias em contexto sala de aula são atividades que devem ser estimuladas com regularidade pelo educador. Uma vez que o conhecimento e o interesse pela literacia apenas se podem desenvolver através da experiência, as crianças devem ter acesso a livros, a quem lhos leia, e devem poder observar os outros a ler e escrever.
Optou-se neste estudo por um design de investigação-ação, pois procurou-se investigar as consequências visíveis após a implementação de um projeto de leitura e exploração de histórias desenvolvido no âmbito de Estágio na Prática Supervisionada de Pré-Escolar e do 1.º Ciclo do Ensino Básico. Duas questões-problema orientaram esta investigação: "Será que a existência de um projeto de leitura e exploração de histórias possibilita desenvolver competências de literacia emergente (consciência fonológica, escrita inventada e motivação para a leitura)?" e "Será que proporcionar um contacto com livros, desde cedo às crianças, influencia o gosto que elas terão pela leitura e o seu conhecimento sobre histórias?". Com o intuito de responder às questões de investigação, recolhemos informações diversas junto dos pais dos alunos e da educadora e aplicámos testes aos alunos.
Os resultados obtidos permitiram-nos refletir sobre a relevância da nossa intervenção e perceber que o projeto criou oportunidade às crianças de estarem envolvidas em práticas de literacia, o que proporcionou a aquisição de competências relacionadas com hábitos e práticas de leitura de histórias e conhecimentos emergentes de literacia, ao nível da consciência fonológica e do desenvolvimento da escrita.
The development of emergent literacy, as well as reading capabilities and exploration of stories in the context of the classroom are activities that should be frequently stimulated by the schoolteacher. The knowledge and interest for literacy can only be developed by experimenting. In this study, we opted for an investigation action design, because an attempt was made to investigate the visible consequences, after implementing a project of reading and exploring stories developed within the framework of the Training Course held in Supervised Practice of pre-school and primary school in basic education. Two problem-questions guided this investigation, answer for these questions were pursued, being the questions: “Did the existence of a project of reading and exploring of stories allows the development of emergent reading capabilities (phonologic awareness, invented writing and reading incentive)?” and “Does the contact with books, form early age, influences the taste they’ll develop for reading and their knowledge about stories?”.With the purpose of answering the questions of the investigations, we gathered information from parents of the students the teacher and applied tests to students. The results obtained allowed to reflect on the the relevance of our intervention and understand that the project created the opportunity for children to be involved in literacy practices, which provided the acquisition of competencies related with reading habits, reading habits of stories and emergent knowledge of literacy (phonologic awareness and developing writing).
The development of emergent literacy, as well as reading capabilities and exploration of stories in the context of the classroom are activities that should be frequently stimulated by the schoolteacher. The knowledge and interest for literacy can only be developed by experimenting. In this study, we opted for an investigation action design, because an attempt was made to investigate the visible consequences, after implementing a project of reading and exploring stories developed within the framework of the Training Course held in Supervised Practice of pre-school and primary school in basic education. Two problem-questions guided this investigation, answer for these questions were pursued, being the questions: “Did the existence of a project of reading and exploring of stories allows the development of emergent reading capabilities (phonologic awareness, invented writing and reading incentive)?” and “Does the contact with books, form early age, influences the taste they’ll develop for reading and their knowledge about stories?”.With the purpose of answering the questions of the investigations, we gathered information from parents of the students the teacher and applied tests to students. The results obtained allowed to reflect on the the relevance of our intervention and understand that the project created the opportunity for children to be involved in literacy practices, which provided the acquisition of competencies related with reading habits, reading habits of stories and emergent knowledge of literacy (phonologic awareness and developing writing).
Description
Keywords
Literacia emergente Leitura e exploração de histórias Escrita inventada Consciência Fonológica Emergent literacy Eeading and stories exploration Invented writing Phonologic awareness