Construção guiada da leitura e da escrita no primeiro ciclo do Ensino Básico
Miniatura indisponível
Data
2015
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Resumo
Hoje, a leitura e a escrita são indispensáveis à compreensão do pensamento dos outros e do mundo. Dificuldades na sua aprendizagem constituem uma barreira no acesso ao conhecimento e dificultam a integração social do individuo. Consequentemente torna-se
necessário o uso de práticas e instrumentos pedagógicos ativos, pois as práticas pedagógicas
centradas no professor podem constituir o primeiro meio de exclusão do aluno no seu grupoturma, por não potenciarem o estabelecimento de laços afetivos, a coesão do grupo nem o desenvolvimento sociomoral.
Neste sentido, a presente investigação centrou-se na aprendizagem da língua escrita
através da participação ativa de todos os alunos nas atividades de leitura e escrita do grupoturma,
independentemente das suas dificuldades. Assim, o grande objetivo deste estudo consistiu em criar uma “cultura colaborativa” nos docentes e discentes participantes na investigação, e simultaneamente, em aumentar os níveis de literacia dos alunos, através da construção guiada da leitura e da escrita.
A estratégia de ensino-aprendizagem utilizada na sala de aula consistiu no desenvolvimento de tarefas de leitura e escrita, dirigidas à Zona de Desenvolvimento
Proximal dos alunos, num contexto de organização social cooperativa.
Os resultados da investigação foram positivos, uma vez que todos os alunos obtiveram progressos, quer ao nível do desenvolvimento cognitivo, quer ao nível do desenvolvimento sociomoral.
Today, reading and writing are essential to understand the thoughts of others and the world. Difficulties in its learning are a barrier to access knowledge and hinder social integration of the individual. Therefore becomes necessary to use practices and active teaching tools because the teacher-centred pedagogical practices can be the first half of the student exclusion in their class group, not potentiate the establishment of bonding, group cohesion or the sociomoral development. In this sense, this research focused on the learning of written language through the active participation of all students with reading and writing class group, regardless of their difficulties. Thus, the main objective of this study was to provide a "collaborative culture" in the teachers and students participating in the investigation, and simultaneously, to increase the literacy levels of students through the guided construction of reading and writing. The teaching-learning strategy used in the classroom was the development of reading and writing tasks, directed to the Zone of Proximal Development of the students, a social cooperative organization context. The research results were positive, since all students have made progress, both in terms of cognitive development, both in terms of sociomoral development.
Today, reading and writing are essential to understand the thoughts of others and the world. Difficulties in its learning are a barrier to access knowledge and hinder social integration of the individual. Therefore becomes necessary to use practices and active teaching tools because the teacher-centred pedagogical practices can be the first half of the student exclusion in their class group, not potentiate the establishment of bonding, group cohesion or the sociomoral development. In this sense, this research focused on the learning of written language through the active participation of all students with reading and writing class group, regardless of their difficulties. Thus, the main objective of this study was to provide a "collaborative culture" in the teachers and students participating in the investigation, and simultaneously, to increase the literacy levels of students through the guided construction of reading and writing. The teaching-learning strategy used in the classroom was the development of reading and writing tasks, directed to the Zone of Proximal Development of the students, a social cooperative organization context. The research results were positive, since all students have made progress, both in terms of cognitive development, both in terms of sociomoral development.
Descrição
Orientação: Filomena de Lurdes Tomé do Rosário Peirera Serralha
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, LEITURA, READING, ESCRITA, WRITING, APRENDIZAGEM COOPERATIVA, COOPERATIVE LEARNING, DESENVOLVIMENTO MORAL, MORAL DEVELOPMENT, DESENVOLVIMENTO SOCIAL, SOCIAL DEVELOPMENT