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A Diferenciação Pedagógica no Ensino da Língua Portuguesa
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| 2.63 MB | Adobe PDF |
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Abstract(s)
À Escola cabe a responsabilidade na aquisição e desenvolvimento de competências leitoras. A promoção da leitura desde tenra idade é fundamental para que as crianças estabeleçam vínculos com a leitura. Numa sociedade em que a leitura é cada vez mais valorizada e indispensável no nosso dia-a-dia, é importante que as crianças se sintam motivadas para ler e que leiam cada vez mais e melhor. A compreensão do que é lido, torna-se fundamental para fomentar o gosto e a continuação dessa mesma motivação, de forma a que leitura não seja vista como uma obrigação, mas sim como um momento de prazer.
Este relatório intitulado A Diferenciação Pedagógica no Ensino da Língua Portuguesa teve por base um projeto cuja principal finalidade era suscitar, nas crianças, hábitos de leitura e, consequentemente, o desenvolvimento do prazer na leitura e na sua compreensão, na medida em que o gosto pela leitura e a sua compreensão se constrói e aprofunda ao longo do tempo.
Face ao referido, o projeto foi desenvolvido numa turma de 4.o de escolaridade do 1.o Ciclo do Ensino Básico, e teve como principal objetivo:
- Analisar e compreender de que forma a Diferenciação Pedagógica contribui para o desenvolvimento da Compreensão Leitora numa turma de 4.o ano de escolaridade.
Desta forma, pretendi dar resposta às seguintes questões investigativas:
- De que forma o recurso à Diferenciação Pedagógica contribui para uma melhor compreensão leitora?
- Que estratégias utilizam os alunos para compreender o que leem?
Sendo uma investigação de cariz qualitativo, foi possível completar um ciclo de observação, reflexão, planificação e ação, tendo por base documentos realizados pelos alunos e um questionário final, que permitiram uma análise detalhada das aprendizagens dos alunos após as intervenções em sala de aula. Foram implementadas cinco sessões de intervenção e realizados recursos para todas elas, como fichas de trabalho diferenciadas e apresentações Power Point para a introdução e explicação de algumas das intervenções. A análise de dados, contemplou dados recolhidos das produções de seis dos alunos da turma, concluindo-se que houve uma melhoria significativa nas aprendizagens dos mesmos e que, portanto, a abordagem à Compreensão Leitora através da Diferenciação Pedagógica, demonstrou ser uma mais valia para desenvolvimento desta competência.
The School is responsible for the acquisition and development of reading skills. In a society where reading is increasingly valued and indispensable in our daily lives, it is important that children feel motivated to read and that they read more and better. The understanding of what is read becomes fundamental to foster the taste and the continuation of that same motivation, so that reading is not seen as an obligation, but as a moment of pleasure. This report entitled The Pedagogical Differentiation in Teaching the Portuguese Language was based on a project whose main purpose was to raise children into reading habits and, consequently, the development of pleasure in reading and its understanding, as the taste for reading and its understanding is built and deepens over time. In relation to this, the project was developed in a 4th grade class of the 1st Cycle of Basic Education, and had as main objective: - To analyze and understand how Pedagogical Differentiation contributes to the development of Reading Comprehension in a 4th grade class. In this way, I intended to answer the following investigative questions: - How does the use of Pedagogical Differentiation contribute to a better reading understanding? - What strategies do students use to understand what they read? Being a qualitative investigation, it was possible to complete a cycle of observation, reflection, planning and action, based on documents made by students and a final survey, which allowed a detailed analysis of the students' learnings following the classroom interventions. There were five intervention sessions implemented and resources were made for all of them, such as differentiated worksheets and Power Point presentations for the introduction and explaining some of the interventions. The data analysis, contemplated collected data from the productions from six of the students of the class, concluding that there had been a significative improvement in their learnings and that, therefore, the approach to the Reading Comprehension through the Pedagogical Differentiation, proved to be an added advantage for the development of this competence.
The School is responsible for the acquisition and development of reading skills. In a society where reading is increasingly valued and indispensable in our daily lives, it is important that children feel motivated to read and that they read more and better. The understanding of what is read becomes fundamental to foster the taste and the continuation of that same motivation, so that reading is not seen as an obligation, but as a moment of pleasure. This report entitled The Pedagogical Differentiation in Teaching the Portuguese Language was based on a project whose main purpose was to raise children into reading habits and, consequently, the development of pleasure in reading and its understanding, as the taste for reading and its understanding is built and deepens over time. In relation to this, the project was developed in a 4th grade class of the 1st Cycle of Basic Education, and had as main objective: - To analyze and understand how Pedagogical Differentiation contributes to the development of Reading Comprehension in a 4th grade class. In this way, I intended to answer the following investigative questions: - How does the use of Pedagogical Differentiation contribute to a better reading understanding? - What strategies do students use to understand what they read? Being a qualitative investigation, it was possible to complete a cycle of observation, reflection, planning and action, based on documents made by students and a final survey, which allowed a detailed analysis of the students' learnings following the classroom interventions. There were five intervention sessions implemented and resources were made for all of them, such as differentiated worksheets and Power Point presentations for the introduction and explaining some of the interventions. The data analysis, contemplated collected data from the productions from six of the students of the class, concluding that there had been a significative improvement in their learnings and that, therefore, the approach to the Reading Comprehension through the Pedagogical Differentiation, proved to be an added advantage for the development of this competence.
Description
Keywords
Diferenciação Pedagógica na Língua Portuguesa Compreensão leitora Estratégias Intervenção do professor Pedagogical Differentiation in the Portuguese Language Reading comprehension Strategies Teacher intervention