O fio de Ariadne : a formação contínua do PNEP e desenvolvimento da competência da leitura no 1.º CEB
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2012
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Afirmando-se como uma necessidade premente, a qualidade da formação contínua de professores tem evoluído nos últimos anos. Esta urgência surge a partir das exigências que cada vez mais se sentem, quer a nível nacional, quer internacional, de um ensino e aprendizagem que acompanhe as mudanças sociais, tecnológicas e multiculturais. O Programa Nacional de Ensino do Português (PNEP), que surgiu pela necessidade de aumentar os níveis de literacia dos alunos portugueses, foi o objeto de estudo desta investigação. Nesta perspetiva, pretendeu-se identificar de que forma a formação de professores se articula com as dinâmicas da formação centrada nas escolas, no âmbito do PNEP, no desenvolvimento de competências de leitura dos alunos do 1.º CEB. Embora a aprendizagem do português padrão passe pelo ensino e aprendizagem de vários domínios, focalizou-se o estudo na relação entre a atitude reflexiva do professor e o desenvolvimento das capacidades leitoras dos alunos, através do ensino explícito de estratégias de compreensão de textos. O estudo empírico sustentou-se em autores como Alarcão (2002), Colomer & Camps (2008), García (1992), Lomas (2003), Pawlas, & Oliva, (2007), Sim-Sim (2007), entre outros.
No estudo optou-se por uma metodologia mista, qualitativa e quantitativa. O caso em estudo, sobre o PNEP e a sua influência na formação docente, concretizou-se em contexto escolar e circunscreveu-se ao cenário profissional da investigadora. Durante o ano letivo 2009/10 sete professoras/formandas, sob a supervisão da investigadora/formadora, desenvolveram a sua prática pedagógica, num Agrupamento de Escolas na área de Gondomar. Assim, foram analisadas as reflexões contidas nos portefólios formativos das docentes. Em extensão, foi aplicado um inquérito por questionário, a cento e vinte e um professores dos Núcleos Regionais do Porto e Minho. Segundo os resultados obtidos, concluiu-se que a frequência do PNEP contribuiu para formar professores reflexivos que, ao mudarem práticas, potenciaram o desenvolvimento da competência de leitura dos alunos do 1.º CEB, o que se refletiu na melhoria dos resultados escolares, em todas as áreas do saber.
Asserting itself as a need, the quality of training of teachers has evolved in recent years. This urgency arises from the demands that are increasingly felt, both nationally and internationally; a teaching and learning that accompanies social, technological and multicultural changes. The National Program of Portuguese Teaching (NPPT), which arose from the need to increase literacy levels of Portuguese students, was the object of this research study. In this perspective, we sought to identify how the training of teachers is linked to the dynamics of focused training in schools under the NPPT in the development of reading skills of students in Primary Schools. Although the learning method of the Portuguese language is through the teaching and learning of various dynamics, the study focused on the relationship between the reflective attitude of the teacher and the development of students' reading skills through the explicit teaching of strategies of understanding texts. The empirical study is supported by authors such as Alarcão (2002), Colomer & Camps (2008), Garcia (1992), Lomas (2003), Pawlas & Oliva (2007), Sim-Sim (2007), among others. In the study we chose a mixed methodology, qualitative and quantitative. The case study on the NPPT and its influence on teacher education became a reality in schools and confined to the professional setting of the researcher. During the school year 2009/10 seven teachers / trainees under the supervision of the researcher / trainer, developed their practice in a group of schools in the area of Gondomar. We thus analysed the reflections contained in the training portfolios of the teachers. In extension, we applied a questionnaire to one hundred and twenty-one teachers of the Regional Centres of Oporto and Minho. According to the results obtained, it was concluded that the frequency of NPPT contributed to form reflective teachers who, by changing practices, boosted the development of reading skills of students in primary schools, which was reflected in the improvement of educational attainment in all areas of knowledge.
Asserting itself as a need, the quality of training of teachers has evolved in recent years. This urgency arises from the demands that are increasingly felt, both nationally and internationally; a teaching and learning that accompanies social, technological and multicultural changes. The National Program of Portuguese Teaching (NPPT), which arose from the need to increase literacy levels of Portuguese students, was the object of this research study. In this perspective, we sought to identify how the training of teachers is linked to the dynamics of focused training in schools under the NPPT in the development of reading skills of students in Primary Schools. Although the learning method of the Portuguese language is through the teaching and learning of various dynamics, the study focused on the relationship between the reflective attitude of the teacher and the development of students' reading skills through the explicit teaching of strategies of understanding texts. The empirical study is supported by authors such as Alarcão (2002), Colomer & Camps (2008), Garcia (1992), Lomas (2003), Pawlas & Oliva (2007), Sim-Sim (2007), among others. In the study we chose a mixed methodology, qualitative and quantitative. The case study on the NPPT and its influence on teacher education became a reality in schools and confined to the professional setting of the researcher. During the school year 2009/10 seven teachers / trainees under the supervision of the researcher / trainer, developed their practice in a group of schools in the area of Gondomar. We thus analysed the reflections contained in the training portfolios of the teachers. In extension, we applied a questionnaire to one hundred and twenty-one teachers of the Regional Centres of Oporto and Minho. According to the results obtained, it was concluded that the frequency of NPPT contributed to form reflective teachers who, by changing practices, boosted the development of reading skills of students in primary schools, which was reflected in the improvement of educational attainment in all areas of knowledge.
Descrição
Orientação: Alcina Manuela de Oliveira Martins ; co-orientação: Maria de Nazaré Castro Trigo Coimbra
Palavras-chave
EDUCAÇÃO, FORMAÇÃO CONTÍNUA, LITERACIA, PROFESSORES, EDUCATION, CONTINUING EDUCATION, LITERACY, TEACHERS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO