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O contributo das estratégias de feedback no processo de aprendizagem e de gestão do erro ortográfico nos alunos do 3.º ano de escolaridade
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O presente relatório foi desenvolvido no âmbito da Unidade Curricular de Estágio IV do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, e apresenta um estudo sobre as estratégias de feedback na gestão do erro ortográfico. A prática pedagógica foi aplicada numa turma de 3.º ano de escolaridade, onde se verificou que esta temática apresenta alguns desafios no contexto escolar. A investigação caracteriza-se como uma investigação sobre a prática, sustentada numa abordagem qualitativa. Através das técnicas de recolha de dados, foi possível reunir informações e evidências que permitiram responder à questão de investigação: De que forma as estratégias de feedback, adotadas para gerir o erro ortográfico, contribuem para promover o processo de aprendizagem dos alunos? O estudo visa compreender como os alunos percecionam os erros ortográficos, as estratégias para corrigi-los e o feedback dado por professores e familiares, com o objetivo de melhorar as práticas pedagógicas e analisar como os alunos avaliam o impacto das quatro atividades lúdicas no seu processo de aprendizagem da leitura e escrita. Por fim, a análise dos dados permitiu concluir que as estratégias de feedback adotadas são benéficas para a aprendizagem. Torna-se, portanto, essencial promover, sempre que possível, a reflexão sobre o erro ortográfico, tanto de forma individual como através da partilha de ideias com os colegas.
This report was developed within the scope of the Internship IV course of the Master's in Early Childhood Education and Teaching of the 1st Cycle of Basic Education, and presents a study on feedback strategies in the management of spelling errors. The teaching practice was applied in a 3rd-grade class, where it was found that this topic presents some challenges in the school context. The research is characterized as an investigation of practice, supported by a qualitative approach. Through data collection techniques, it was possible to gather information and evidence that allowed us to answer the research question: How do feedback strategies adopted to manage spelling errors contribute to promoting student learning? The study aims to understand how students perceive spelling errors, the strategies they use to correct them, and the feedback given by teachers and family members, with the goal of improving teaching practices, and to analyze how students evaluate the impact of the four playful activities on their reading and writing learning process. Finally, the data analysis allowed us to conclude that the feedback strategies adopted are beneficial for learning. It therefore becomes essential to promote, whenever possible, reflection on spelling errors, both individually and through sharing ideas with classmates.
This report was developed within the scope of the Internship IV course of the Master's in Early Childhood Education and Teaching of the 1st Cycle of Basic Education, and presents a study on feedback strategies in the management of spelling errors. The teaching practice was applied in a 3rd-grade class, where it was found that this topic presents some challenges in the school context. The research is characterized as an investigation of practice, supported by a qualitative approach. Through data collection techniques, it was possible to gather information and evidence that allowed us to answer the research question: How do feedback strategies adopted to manage spelling errors contribute to promoting student learning? The study aims to understand how students perceive spelling errors, the strategies they use to correct them, and the feedback given by teachers and family members, with the goal of improving teaching practices, and to analyze how students evaluate the impact of the four playful activities on their reading and writing learning process. Finally, the data analysis allowed us to conclude that the feedback strategies adopted are beneficial for learning. It therefore becomes essential to promote, whenever possible, reflection on spelling errors, both individually and through sharing ideas with classmates.
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Feedback Erro ortográfico Aprendizagem 1º ciclo do Ensino Básico Spelling errors Learning Elementary school