A carregar...
Publicação
O contributo dos trava-línguas e das lengalengas no desenvolvimento de competências linguísticas no 1.º ciclo do ensino básico
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.54 MB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente Relatório Final procura compreender de que forma os textos da literatura tradicional (particularmente os trava-línguas e as lengalengas) podem potenciar o desenvolvimento das competências linguísticas das crianças, essenciais para a aprendizagem da leitura e da escrita.
A investigação, seguindo a metodologia de investigação-ação, de natureza qualitativa, foi conduzida numa turma de 1.º ano, composta por vinte alunos, ao longo de três sessões de noventa minutos. As atividades centraram-se na exploração de trava-línguas e lengalengas, envolvendo também a participação das famílias.
Através da implementação da sequência didática demonstrou-se o potencial destes textos tradicionais como ferramentas pedagógicas de elevada eficácia. A análise das produções orais e escritas dos alunos revelou progressos significativos nas dimensões da consciência linguística, nomeadamente ao nível da consciência fonológica (articulação e manipulação de sons), lexical (expansão de vocabulário) e sintática (estruturação de frases), favorecendo ainda a articulação verbal, a criatividade e a valorização da cultura popular. O carácter lúdico fomentou a motivação e o envolvimento dos alunos, facilitando a automatização de processos fundamentais para a leitura e escrita.
Os resultados confirmam o potencial pedagógico dos textos de literatura tradicional e reforçam a importância da oralidade como via para a aprendizagem da língua portuguesa e para a formação integral dos alunos.
This final report seeks to understand how traditional literary texts (particularly tongue twisters and nursery rhymes) can enhance the development of children’s linguistic competences, which are essential for learning to read and write. The research, conducted through a qualitative action-research methodology, was implemented in a first-grade class of twenty students over three ninety-minute sessions. The activities focused on the exploration of tongue twisters and nursery rhymes and also involved family participation. The implementation of the didactic sequence demonstrated the potential of these traditional texts as highly effective pedagogical tools. The analysis of the students’ oral and written productions revealed significant progress in the dimensions of linguistic awareness, particularly phonological (sound articulation and manipulation), lexical (vocabulary expansion), and syntactic (sentence structuring). Moreover, the activities promoted verbal articulation, creativity, and the appreciation of popular culture. The playful nature of the texts fostered student motivation and engagement, facilitating the automatization of essential reading and writing processes. The results confirm the pedagogical potential of traditional literature and reinforce the importance of orality as a pathway for learning the Portuguese language and for the holistic development of students.
This final report seeks to understand how traditional literary texts (particularly tongue twisters and nursery rhymes) can enhance the development of children’s linguistic competences, which are essential for learning to read and write. The research, conducted through a qualitative action-research methodology, was implemented in a first-grade class of twenty students over three ninety-minute sessions. The activities focused on the exploration of tongue twisters and nursery rhymes and also involved family participation. The implementation of the didactic sequence demonstrated the potential of these traditional texts as highly effective pedagogical tools. The analysis of the students’ oral and written productions revealed significant progress in the dimensions of linguistic awareness, particularly phonological (sound articulation and manipulation), lexical (vocabulary expansion), and syntactic (sentence structuring). Moreover, the activities promoted verbal articulation, creativity, and the appreciation of popular culture. The playful nature of the texts fostered student motivation and engagement, facilitating the automatization of essential reading and writing processes. The results confirm the pedagogical potential of traditional literature and reinforce the importance of orality as a pathway for learning the Portuguese language and for the holistic development of students.
Descrição
Palavras-chave
Competências Linguísticas Consciência Linguística Literatura Tradicional Trava-línguas e lengalengas 1.º CEB Linguistic Competences Linguistic Awareness Traditional Literature Tongue Twisters and Nursery Rhymes Primary Education