Ler e escrever no 1º CEB : implementação de um projeto pluridisciplinar e colaborativo escola-família
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2020
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Na sociedade atual, um dos fatores para o sucesso pessoal e profissional é a qualidade do processo de ensino e aprendizagem e a formação de crianças e jovens como cidadãos ativos. O aperfeiçoamento de competências de leitura e escrita é fundamental para a aquisição do conhecimento e como fator de inserção social. No entanto, face a alunos nascidos na era digital, em que os telemóveis substituem os livros em suporte de papel, urge implementar estratégias que cativem os alunos para a leitura, na família e na Escola. O objetivo geral deste estudo é, então, averiguar de que forma a concretização de um Projeto pluridisciplinar de leitura e escrita, envolvendo a colaboração Escola-Família, pode aperfeiçoar competências de leitura e escrita e promover melhores resultados escolares, em alunos do 1.º CEB, de uma Escola do distrito do Porto. A abordagem metodológica é predominantemente qualitativa e as fontes e os instrumentos de recolha de dados incluem a observação participante, o inquérito por questionário e a análise de textos e documentos. Desta forma, foram analisados textos dos alunos, a opinião dos pais, o relatório da professora bibliotecária e as avaliações da fluência da leitura e dos resultados trimestrais dos alunos. Os resultados permitem concluir que a realização deste projeto de leitura e escrita, no 1.º CEB, contribuiu para o desenvolvimento de competências linguísticas e, em consequência, para a melhoria dos resultados escolares dos alunos. Assim, um novo desafio se impõe às escolas, no âmbito da Língua Materna: a oferta de um ensino e aprendizagem pluridisciplinar com mais qualidade, tendo por base estratégias, atividades e projetos motivadores, que promovam a literacia e aprendizagens significativas, em trabalho colaborativo escola-família.
Nowadays, one of the main factors for personal and professional success is the quality of the teaching, learning and training process of children and young people as active citizens. The improvement of reading and writing skills is fundamental not just for the acquisition of knowledge but also as a factor of social insertion. However, having to face digital-born learners, where mobile phones replace paper-based books, it is urgent to implement strategies that engage students in reading, both when inside family environment as well when at school. The aim of this study is to find out how a multidisciplinary Reading and Writing Project, involving School-Family collaboration can improve reading and writing skills and promote better school results in a 1st grade student’s group of a Primary School in Oporto. The methodological approach is predominantly of qualitative nature and the gathering of data and posterior analysis include the participant observation, inquiries, student texts, parent opinions, the librarian report, reading fluency evaluation reports and students school reports. Results of the study show that the development of this Multidisciplinary Reading and Writing Project has contributed to the upgrading of these linguistic skills and consequently to the improvement of students’ school results. This way, schools face a new challenge regarding to the mother tongue: providing better multidisciplinary teaching and learning processes based on projects and motivating strategies that promote literacy and meaningful learnings, as well as collaborative school-family work.
Nowadays, one of the main factors for personal and professional success is the quality of the teaching, learning and training process of children and young people as active citizens. The improvement of reading and writing skills is fundamental not just for the acquisition of knowledge but also as a factor of social insertion. However, having to face digital-born learners, where mobile phones replace paper-based books, it is urgent to implement strategies that engage students in reading, both when inside family environment as well when at school. The aim of this study is to find out how a multidisciplinary Reading and Writing Project, involving School-Family collaboration can improve reading and writing skills and promote better school results in a 1st grade student’s group of a Primary School in Oporto. The methodological approach is predominantly of qualitative nature and the gathering of data and posterior analysis include the participant observation, inquiries, student texts, parent opinions, the librarian report, reading fluency evaluation reports and students school reports. Results of the study show that the development of this Multidisciplinary Reading and Writing Project has contributed to the upgrading of these linguistic skills and consequently to the improvement of students’ school results. This way, schools face a new challenge regarding to the mother tongue: providing better multidisciplinary teaching and learning processes based on projects and motivating strategies that promote literacy and meaningful learnings, as well as collaborative school-family work.
Descrição
Orientação: Maria de Nazaré Castro Trigo Coimbra
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, LEITURA, READING, ESCRITA, WRITING, RELAÇÃO ESCOLA-FAMÍLIA, SCHOOL-FAMILY RELATIONSHIP, SUCESSO ESCOLAR, SCHOOL SUCCESS, ENSINO BÁSICO 1º CICLO, PRIMARY EDUCATION, QUALIDADE DO ENSINO, TEACHING QUALITY