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Métodos de ensino da leitura e da escrita
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O ensino e aprendizagem da leitura e da escrita constitui um processo complexo, a partir do qual os alunos adquirem competências fundamentais para a sua escolaridade básica e vida futura. Conforme nos indica Sim-Sim (2001), “a leitura e a escrita são usos secundários da língua, não são competências adquiridas natural e espontaneamente como a língua oral, significa que têm mesmo de ser ensinadas, cabendo à escola a grande responsabilidade desse ensino” (p. 51). No decorrer deste “processo complexo e moroso que requer motivação, esforço e prática por parte do aprendiz e explicitação sistematizada por parte de quem ensina" (Sim-Sim, 2001, p. 51), o professor desempenha um papel fundamental, devendo orientar a sua prática de forma adequada. Para tal, “a escolha de bons exemplos ou modelos e a sequência das habilidades a ensinar, do mais simples para o mais complexo, são elementos fundamentais nesta abordagem” (Gaitas, 2013, p. 7).
Posto isto, pode dizer-se que o conhecimento por parte do docente, dos diferentes métodos de iniciação à leitura e à escrita, assim como dos processos cognitivos e linguísticos que estão implícitos a este processo de aquisição da leitura e da escrita, revela-se essencial.
O estudo que aqui se apresenta, procurou conhecer e analisar as representações de um grupo de docentes do 1.º Ciclo sobre os métodos de iniciação à leitura e à escrita, bem como as suas representações sobre a importância de um conhecimento alargado destes mesmos métodos. Da mesma forma procurou conhecer as suas práticas no ensino da leitura e da escrita. Para dar resposta a estes objetivos, este estudo de carácter qualitativo, socorreu-se da técnica de inquérito por entrevista. Foram realizadas cinco entrevistas a professores do 1.º ciclo do ensino básico.
Da análise dos dados emergiram algumas considerações. Estas permitiram afirmar que, embora as docentes tivessem referido ter conhecido os métodos de iniciação à leitura no decurso da sua formação inicial, não se pôde considerar que essa primeira abordagem fosse determinante nas suas opções metodológicas, pois as perceções das mesmas revelaram que é na experiência da prática educativa, e na aplicação e execução da mesma, que é possível verificar quais os procedimentos metodológicos mais eficazes
Teaching and learning reading and writing is a complex process because students will acquire important school skills that are essential not only in basic education but also in their human experience. As indicated by Sim-Sim (2001), “reading and writing are secondary uses of language, they are not natural skills acquired spontaneously as oral language, which means that they have to be taught, schools have the great responsibility on teaching this” (p. 51). During this, which “is a complex and time consuming process that requires motivation, effort and practice by the learner and systematic explanation by those who teach” (Sim-Sim, 2001, p. 51), the teacher has a fundamental role and should guide their practice accurately. To this “the choosing of good examples or models and the sequence of abilities to teach, from the simplest to the most complex, are fundamental elements in this approach” (Gaitas, 2013, p. 7). Therefore, it can be said that the teacher’s knowledge, of different methods of introducing reading and writing and the cognitive and linguistic processes that are implicit in this acquisition, is essential. The presented study aimed to acknowledge and analyze the representations of a group of primary education teachers on methods of introducing reading and writing, as well as their representations on the importance of their knowledge of teaching methods. Similar to this, it sought to acknowledge their practices in reading and writing education. To meet the objectives, this study of qualitative nature, used the survey interview technique. Five interviews were conducted to teachers of primary education. From data analysis, some considerations emerged. These allowed to say that, although the teachers had state to have known the methods of introducing reading and writing during their initial training, it could not be considered that this first approach was decisive in their methodological options because their perceptions revealed that it is the educational practice experience, and implementation and execution of it, that it is possible to verify which methodological procedures are the most effective.
Teaching and learning reading and writing is a complex process because students will acquire important school skills that are essential not only in basic education but also in their human experience. As indicated by Sim-Sim (2001), “reading and writing are secondary uses of language, they are not natural skills acquired spontaneously as oral language, which means that they have to be taught, schools have the great responsibility on teaching this” (p. 51). During this, which “is a complex and time consuming process that requires motivation, effort and practice by the learner and systematic explanation by those who teach” (Sim-Sim, 2001, p. 51), the teacher has a fundamental role and should guide their practice accurately. To this “the choosing of good examples or models and the sequence of abilities to teach, from the simplest to the most complex, are fundamental elements in this approach” (Gaitas, 2013, p. 7). Therefore, it can be said that the teacher’s knowledge, of different methods of introducing reading and writing and the cognitive and linguistic processes that are implicit in this acquisition, is essential. The presented study aimed to acknowledge and analyze the representations of a group of primary education teachers on methods of introducing reading and writing, as well as their representations on the importance of their knowledge of teaching methods. Similar to this, it sought to acknowledge their practices in reading and writing education. To meet the objectives, this study of qualitative nature, used the survey interview technique. Five interviews were conducted to teachers of primary education. From data analysis, some considerations emerged. These allowed to say that, although the teachers had state to have known the methods of introducing reading and writing during their initial training, it could not be considered that this first approach was decisive in their methodological options because their perceptions revealed that it is the educational practice experience, and implementation and execution of it, that it is possible to verify which methodological procedures are the most effective.
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Keywords
Ensino da leitura e da escrita Métodos de ensino Teaching reading and writing Teaching methods