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Autoavaliação da leitura oral com recurso ao registo audiovisual
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O presente relatório dá conta do projeto de intervenção pedagógica
desenvolvido durante a unidade curricular estágio III do curso de mestrado em
Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. A intervenção
pedagógica teve como objetivo desenvolver a competência de leitura oral dos
alunos de uma turma do 1º Ciclo do Ensino Básico, promovendo a
consciencialização dos parâmetros inerentes à mesma, recorrendo às
potencialidades da autoavaliação e ao registo audiovisual.
A leitura em voz alta assume um papel essencial no desenvolvimento e
no sucesso do aluno, ao nível escolar, pessoal e social. É no 1º Ciclo do Ensino
Básico que se inicia formalmente a aprendizagem e desenvolvimento desta
competência, constituindo um momento fundamental para o aluno. É necessário
estarmos conscientes da sua importância e desenvolver uma prática que
dedique tempo às atividades de leitura oral. A autoavaliação surge, assim, como
um momento crucial no processo de ensino-aprendizagem, sendo que permite a
(auto)consciencialização dos parâmetros a melhorar na leitura em voz alta.
O projeto foi desenvolvido a partir de quatro sessões de leitura e
respetiva autoavaliação para o grupo de intervenção e duas sessões para o
grupo de controlo. Cada sessão contou com três momentos distintos. No primeiro
momento, os alunos realizavam uma leitura silenciosa/treino. No segundo
momento, liam em voz alta perante a turma e era feito o registo audiovisual da
leitura. E, finalmente, no terceiro momento, os alunos visualizavam
individualmente a sua leitura e procediam à sua autoavaliação.
O percurso metodológico do projeto enquadra-se num paradigma socio-
-crítico, sendo que o seu desenvolvimento foi inspirado na investigação-ação e
a sua metodologia possui um cariz qualitativo. A investigação foi desenvolvida
numa turma do 2º ano do Ensino Básico, sendo a amostra constituída por seis
alunos. A recolha dos dados foi realizada através da observação, das notas de
campo e de inquéritos por questionário. A análise dos dados recolhidos permitiu
concluir que a autoavaliação tem um papel fundamental na consciencialização
dos parâmetros a melhorar na leitura em voz alta.
This report accounts for the pedagogical intervention project developed during the curricular unit internship III of the master’s degree course in Pre-School Education and the 1st cycle of basic education teaching. The pedagogical intervention aimed to develop the reading aloud competence of students in a class of the 1st cycle of basic education, promoting the awareness of the parameters inherent to it, using the potentialities of self-evaluation and audiovisual recording. Reading aloud plays an essential role in the development and success of the student at the school, personal and social level. It is in the 1st cycle of basic education that the learning and development of this competence formally starts, constituting a fundamental moment for the student. We must be aware of its importance and develop a practice that dedicates time to the reading aloud activities. The self-evaluation appears thus as a crucial moment in the teachinglearning process, allowing the (self) awareness of the parameters to improve in reading aloud. The project was developed from four reading sessions and respective selfevaluation for the intervention group and two sessions for the control group. Each session featured three different moments. At first, the students held a silent reading/training. In the second moment they read aloud to the class and the audiovisual recording of the reading was made. And finally, in the third moment, the students individually visualized their reading and proceeded to their selfevaluation. The methodological route of the project fits in a socio-critic paradigm, its development is inspired in the research-action and its methodology has a qualitative nature. The research was developed in a class of the 2nd year of basic education, and the sample consisted in six students. Data collection was held through observation, field notes and questionnaire surveys. Analysis of the collected data showed that self-evaluation plays a key role in raising awareness of the parameters to improve in reading aloud.
This report accounts for the pedagogical intervention project developed during the curricular unit internship III of the master’s degree course in Pre-School Education and the 1st cycle of basic education teaching. The pedagogical intervention aimed to develop the reading aloud competence of students in a class of the 1st cycle of basic education, promoting the awareness of the parameters inherent to it, using the potentialities of self-evaluation and audiovisual recording. Reading aloud plays an essential role in the development and success of the student at the school, personal and social level. It is in the 1st cycle of basic education that the learning and development of this competence formally starts, constituting a fundamental moment for the student. We must be aware of its importance and develop a practice that dedicates time to the reading aloud activities. The self-evaluation appears thus as a crucial moment in the teachinglearning process, allowing the (self) awareness of the parameters to improve in reading aloud. The project was developed from four reading sessions and respective selfevaluation for the intervention group and two sessions for the control group. Each session featured three different moments. At first, the students held a silent reading/training. In the second moment they read aloud to the class and the audiovisual recording of the reading was made. And finally, in the third moment, the students individually visualized their reading and proceeded to their selfevaluation. The methodological route of the project fits in a socio-critic paradigm, its development is inspired in the research-action and its methodology has a qualitative nature. The research was developed in a class of the 2nd year of basic education, and the sample consisted in six students. Data collection was held through observation, field notes and questionnaire surveys. Analysis of the collected data showed that self-evaluation plays a key role in raising awareness of the parameters to improve in reading aloud.
Descrição
Palavras-chave
Leitura oral Autoavaliação Registo audiovisual Reading aloud Self-evaluation Audiovisual recording Relatório de projeto de investigação Relatório de estágio