O desenvolvimento da leitura e da escrita nos anos iniciais : contributos da formação continuada
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2022
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O desenvolvimento profissional se faz por meio da formação continuada. A
necessidade de frequentar estas ações de formação surge a partir das exigências da qualidade
em educação, da evolução da sociedade, com mudanças sociais, tecnológicas e
multiculturais, e da necessidade que os professores sentem em melhorar o processo de ensino
e aprendizagem. Nesta sequência, os professores do ensino fundamental sentiram
necessidade de frequentar uma formação de português, o nosso objeto de estudo, para
aumentar as suas competências profissionais do ensino da língua mãe e língua transversal a
todas as disciplinas.
Assim, se pretendeu saber de que forma a formação de português, na percepção dos
professores, fez melhorar a sua prática pedagógica, a sua atitude reflexiva e o
desenvolvimento das capacidades de leitura e de escrita dos alunos dos anos iniciais, através
do ensino explícito e estratégias de português. O estudo empírico assentou em autores como
Alarcão (1996), Colomer e Camps (2008), García (1992), Sim-Sim (2007), entre outros.
No estudo optou-se por uma metodologia qualitativa, em que o instrumento da
recolha de dados foi a entrevista. Assim, o estudo de caso se realizou no contexto profissional
da investigadora, em uma Unidade Básica de Educação de São Luís de Maranhão, um dos
estados do Brasil.
Segundo os resultados obtidos, se concluiu que a frequência da Formação Continuada
de Português permitiu tornar os professores mais reflexivos que, ao mudarem práticas e
estratégias de ensino, potenciaram o desenvolvimento da competência de leitura e da escrita
nos alunos dos anos iniciais, transversalmente, em todas as disciplinas.
Professional development takes place through continuing education. The need to attend these training actions arises from the demands of quality in education, the evolution of society, with social, technological and multicultural changes, and the need that teachers feel to improve the teaching and learning process. In this sequence, elementary school teachers felt the need to attend Portuguese training, our object of study, to increase their professional skills in teaching the mother tongue and language transversal to all subjects. Thus, it was intended to know how the formation of Portuguese, in the perception of teachers, improved their pedagogical practice, their reflective attitude and the development of reading and writing skills of students in the early years, through explicit teaching, and Portuguese strategies. The empirical study was based on authors such as Alarcão (1996), Colomer e Camps (2008), García (1992), Sim-Sim (2007), among others. In the study, a qualitative methodology was chosen, in which the data collection instrument was the interview. Thus, the case study was carried out in the professional context of the researcher, in a Basic Education Unit, in São Luís de Maranhão, in one of the states of Brazil. According to the results obtained, it was concluded that the attendance of Continuing Education in Portuguese allowed teachers to become more reflective, which, by changing teaching practices and strategies, boosted the development of reading and writing skills in students in the early years, transversally, in all disciplines.
Professional development takes place through continuing education. The need to attend these training actions arises from the demands of quality in education, the evolution of society, with social, technological and multicultural changes, and the need that teachers feel to improve the teaching and learning process. In this sequence, elementary school teachers felt the need to attend Portuguese training, our object of study, to increase their professional skills in teaching the mother tongue and language transversal to all subjects. Thus, it was intended to know how the formation of Portuguese, in the perception of teachers, improved their pedagogical practice, their reflective attitude and the development of reading and writing skills of students in the early years, through explicit teaching, and Portuguese strategies. The empirical study was based on authors such as Alarcão (1996), Colomer e Camps (2008), García (1992), Sim-Sim (2007), among others. In the study, a qualitative methodology was chosen, in which the data collection instrument was the interview. Thus, the case study was carried out in the professional context of the researcher, in a Basic Education Unit, in São Luís de Maranhão, in one of the states of Brazil. According to the results obtained, it was concluded that the attendance of Continuing Education in Portuguese allowed teachers to become more reflective, which, by changing teaching practices and strategies, boosted the development of reading and writing skills in students in the early years, transversally, in all disciplines.
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Orientação: Carla Dimitre Dias Alves
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO CONTÍNUA, ESTRATÉGIAS DE APRENDIZAGEM, ALFABETIZAÇÃO, EDUCATION, CONTINUING EDUCATION, PEDAGOGICAL STRATEGIES, CHILDHOOD, LITERACY, INFÂNCIA