Leitura em ação: supervisão e aperfeiçoamento no Ensino Fundamental. Um estudo de caso
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2015
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Resumo
Este estudo tem por objetivo averiguar de que forma é possível, através da implementação de
estratégias supervisivas diferenciadas, desenvolver a competência de leitura de alunos do
Ensino Fundamental, oriundos de meios socioculturais populares e marginalizados, de forma a
superar o déficit de aprendizagem e promover a melhoria do seu aproveitamento escolar. Neste
sentido, interessa interligar a metodologia de ensino com o desenvolvimento de habilidades
mínimas de leitura, através de implementação de estratégias supervisivas diferenciadas e do
treino sistemático da leitura. Na primeira parte da pesquisa evidenciamos os pressupostos
teóricos relativos à leitura e, na segunda, apresentamos o estudo empírico. A fim de aprofundar
e compreender uma realidade educativa específica, num contexto determinado, este estudo de
caso combina fontes e recolha de dados de diferente natureza metodológica, tais como: análise
documental; análise descritiva do percurso de intervenção pedagógica e um inquérito por
questionário a professores. Os resultados mostram que a ação supervisiva do professor é
essencial para a aprendizagem significativa dos alunos, promovendo a melhoria da competência
de leitura e o aproveitamento escolar. Contudo, embora tenha havido superação de
dificuldades, a nível de alfabetização, esta não foi suficiente para que um maior número de
alunos avançasse para a série seguinte, visto que necessitariam de um nível mais elevado de
maturidade linguística.
This study aims to find out how it is possible, by implementing differentiated supervisive strategies, to develop the ability of reading elementary school students, coming from popular and marginalized socio-cultural contexts, in order to overcome learning disabilities and promote their school performance. In this regard, it is important to interconnect the teaching method with the development of reading minimum skills, by implementing different supervisive strategies and systematic training of reading. In the first part of the research weanalise the theoretical assumptions concerning the act of reading and, in the second, we present the empirical study. In order to deepen the understanding of a specific educational reality in a given context, this case study combines sources and data collection of different methodological nature, such as: document analysis; descriptive analysis of the pedagogical intervention process and a questionnaire applied to theteachers. The results show that the supervisive action of the teacher is essential for students´meaningful learning, since it promotes reading skills and academic achievement. However, although some students overcame their difficulties, in what concerns the level of literacy, this was not enough for many students, who did not move forward to the next grade, which requires a higher level of linguistic maturity.
This study aims to find out how it is possible, by implementing differentiated supervisive strategies, to develop the ability of reading elementary school students, coming from popular and marginalized socio-cultural contexts, in order to overcome learning disabilities and promote their school performance. In this regard, it is important to interconnect the teaching method with the development of reading minimum skills, by implementing different supervisive strategies and systematic training of reading. In the first part of the research weanalise the theoretical assumptions concerning the act of reading and, in the second, we present the empirical study. In order to deepen the understanding of a specific educational reality in a given context, this case study combines sources and data collection of different methodological nature, such as: document analysis; descriptive analysis of the pedagogical intervention process and a questionnaire applied to theteachers. The results show that the supervisive action of the teacher is essential for students´meaningful learning, since it promotes reading skills and academic achievement. However, although some students overcame their difficulties, in what concerns the level of literacy, this was not enough for many students, who did not move forward to the next grade, which requires a higher level of linguistic maturity.
Descrição
Orientação: Maria de Nazaré Castro Trigo Coimbra
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO BÁSICO, LEITURA, LITERACIA, DESENVOLVIMENTO DE COMPETÊNCIAS, SUPERVISÃO PEDAGÓGICA, BRASIL, EDUCATION, PRIMARY EDUCATION, READING, LITERACY, SKILLS DEVELOPMENT, PEDAGOGICAL SUPERVISION, BRAZIL