A aprendizagem da leitura e da escrita : factores pedagógicos e cognitivos
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2011
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Actualmente, a aprendizagem da leitura e da escrita é considerada fundamental para a integração do indivíduo na sociedade. No entanto, esta tarefa característica nos primeiros anos de escolaridade, reveste-se de alguma complexidade, havendo mesmo um número significativo de crianças que não conseguem compreender a natureza da tarefa e, consequentemente, dar resposta às exigências que a Escola faz em termos de aprendizagem.
É frequente quer no Ensino Regular quer na Educação Especial conhecermos alunos que revelam dificuldades de aprendizagem nesta área, condicionando todo o seu percurso académico e profissional.
Verificamos, assim, que no decurso da prática pedagógica de docentes, a aprendizagem da leitura e da escrita é uma temática que desperta um enorme interesse e que suscita a necessidade de investigação contínua, num processo de permanente actualização científica e pedagógica.
Esta Dissertação de Mestrado tem como objectivo geral: a investigação sobre as condições pedagógicas e os factores cognitivos optimizadores da aprendizagem da leitura e da escrita, atribuindo um especial enfoque ao contexto do Jardim-de-Infância. Decorre do seguinte problema: Será que o sucesso da aprendizagem da leitura e da escrita está relacionado com factores pedagógicos e cognitivos?
Como objectivos específicos definimos a caracterização de ambientes favoráveis para a aprendizagem da leitura e da escrita, bem como a análise do papel da consciência fonológica e da decifração para o sucesso dessa aprendizagem.
Em seguimento, estabelecemos as seguintes hipóteses: Geral 1: O sucesso da aprendizagem da leitura e da escrita das crianças depende de factores pedagógicos e cognitivos; Específica 1.1: Um ambiente estimulante na sala de aula promove a apropriação da leitura e da escrita; Específica 1.2: A estimulação da consciência fonológica e da decifração favorece o processo de aprendizagem da leitura e da escrita; Geral 2: O sucesso da aprendizagem da leitura e escrita não depende de factores pedagógicos nem cognitivos.
Numa primeira fase, fazemos uma revisão da literatura relativa às condições pedagógicas e aos factores cognitivos optimizadores da aprendizagem da leitura e da escrita. Abordamos a temática do funcionamento do cérebro, relacionando-o com o conceito de aprendizagem. Procedemos a uma resenha histórica das perspectivas educacionais sobre a aprendizagem da leitura e da escrita, na qual são contemplados aspectos como: a precocidade dos conhecimentos infantis sobre a linguagem escrita, a descrição de ambientes favoráveis ao ensino da leitura e da escrita e a análise dos conceitos de decifração, consciência fonológica e compreensão no contexto de aprendizagem da leitura e da escrita.
Posteriormente, apresentamos a metodologia que tem como suporte o questionário e que visa aferir se o sucesso da aprendizagem da leitura e da escrita depende de factores pedagógicos e cognitivos. A amostra do nosso estudo é constituída por educadores e professores do concelho de Castelo de Paiva. Segue-se a recolha, o tratamento dos dados e a discussão dos resultados.
Decorrente desta investigação, assente nas componentes de revisão bibliográfica e metodológica, obtiveram-se algumas conclusões.
A aprendizagem consiste num processo de mudança de comportamento resultante da experiência construída por factores emocionais, neurológicos, relacionais e ambientais. O acto de aprender decorre da interacção entre estruturas mentais e o meio ambiente.
Neste contexto, o professor é encarado como mediador da aprendizagem e não como mero transmissor de conhecimentos. Por seu lado, o aluno é um sujeito activo que busca o saber. A relação que se estabelece entre professor e aluno baseia-se numa interacção de responsabilidade, confiança e diálogo, fazendo, de forma responsável, a auto-avaliação das suas funções.
No processo de ensino-aprendizagem, assume especial relevância termos conhecimento de que o cérebro se modifica perante novas aprendizagens e que estas deverão ser integradas nos conhecimentos prévios para lhes ser atribuída significância.
A criança, desde cedo, adquire conhecimentos sobre a linguagem escrita. É função do educador estar atento a essa situação, incentivá-la e apoiá-la. A motivação assume, neste campo, um papel fundamental. Pressupõe-se que os intervenientes no processo educativo pensem no desenvolvimento de tarefas de leitura e de escrita para que o sujeito-aprendente entre em actividade cognitiva efectiva e não se exercite apenas mecanicamente; pressupõe que os alunos não desempenhem o papel de meros figurantes, mas participem em situações de verdadeira interacção e sejam levados a implicar-se no trabalho com a linguagem, compreendendo a sua funcionalidade.
A atitude do educador e do professor passa por escapar ao isomorfismo de práticas, optando pela diversificação metodológica, fazendo com que o trabalho cognitivo do sujeito-aluno não se esgote na descoberta de respostas fixas a pedidos escolarizados, mas seja investido na vivência de verdadeiras emoções.
O desenvolvimento da linguagem oral, a consciência fonológica e os comportamentos emergentes da leitura e da escrita são três factores determinantes do sucesso da aprendizagem da leitura, pelo que devem ser trabalhados de forma clara, intencional e continuada. Quanto maior for o conhecimento oral da língua, em termos de vocabulário e complexidade frásica maior será a capacidade de compreensão da mensagem escrita.
Sendo a organização e funcionamento cerebrais condições capitais na aquisição da linguagem, a língua ouvida no meio em que a criança cresce é determinante no sucesso ou insucesso da leitura: quanto mais rico e estimulante for o meio, mais rico será o uso e o conhecimento que a criança tem da sua língua.
A educação pré-escolar e os primeiros anos de escolaridade são um período crucial para aquisições linguísticas de grande preponderância (nomeadamente a consciência fonológica), devendo estes modelos de educação formal incidir na promoção linguística, promovendo um contacto frutuoso com modelos linguísticos ricos, diversificados e estimulantes.
Nowadays, learning to read and write is considered fundamental for the integration of the individual in society. However, this featured task of the early years of school is of some complexity, having even a number of children that cannot comprehend the nature of the task and, therefore, give answers to the demands that School does in terms of learning. It‟s frequent both in Regular Education and in Special Education knowing students that reveal learning difficulties in this area, conditioning his entire academic and professional course. So we checked that during the teaching practice of teachers, the apprenticeship of reading and writing is a subject that arouses a huge interest and raises the need of a continuous investigation, in a process of constant scientific and pedagogic update. This Master thesis has as general goal: The investigation about the pedagogic conditions and the cognitive factors optimizers of apprenticeship of reading and writing, assigning a special focus to the context of kindergarten. It follows from the following problem: Does the success of apprenticeship of reading and writing is related to cognitive and pedagogical factors? As specific goals we defined the characterization of favourable environments for the apprenticeship of reading and writing, as well as the analysis of the role of phonological awareness and the deciphering for the success of that learning. In follow up, we established the following hypothesis: General 1: The success of the apprenticeship of reading and writing on children depends of pedagogic and cognitive factors; Specific 1.1: A stimulating environment in the classroom promotes the appropriation of reading and writing; Specific 1.2: The stimulation of the phonological awareness and the deciphering favours the process of apprenticeship of reading and writing; General 2: The success of the apprenticeship of reading and writing doesn‟t depend of pedagogic or cognitive factors. On a first stage, we do a revision of literature related to the pedagogic conditions and cognitive factors optimizers of apprenticeship of reading and writing. We approached the thematic of brain functioning, relating it with the concept of apprenticeship. We proceeded to a historical review of the educational perspectives about apprenticeship of reading and writing, in which are contemplated aspects such as: the precocity of child knowledge‟s about reading and writing, the description of favourable environments to the teaching of reading and writing and the analysis of deciphering concepts, phonological awareness and comprehension in the context of apprenticeship of reading and writing. Afterward, we presented the methodology that has as support the questioning and that aims to see if the success of apprenticeship of reading and writing depends of pedagogical and cognitive factors. The sample of our study is constituted by educators and teachers of the Castelo de Paiva County. In follow up we have the collect, data treatment and result discussion. Resulting from this investigation, based on the components of bibliographic and methodological revision, some conclusions were obtained. The apprenticeship consists in a process of behaviour change consequent of the experience built by emotional, neurological, relational and environmental factors. The act of learning elapses of the interaction between mental structures and the environment. In this context, the teacher is faced has a mediator of apprenticeship and not has a simple knowledge transmitter. On the other hand, the student is an active subject that searches knowledge. The relationship that is established between teacher and student is based in an interaction of responsibility, trust and dialog, doing, in a responsible way, the auto-evaluation of its functions. In the teaching-apprenticeship process, special relevance is given to having knowledge that the brain changes in face of new apprenticeships and that these should be integrated in the previous knowledge‟s so that it has some significance. A child, since an early age, acquires knowledge about written language. The role of the educator is to be alert to this situation, encourage it and support it. The motivation plays, in this field, a fundamental role. It is assumed that the stakeholders in the educational process think in the development of reading and writing tasks so that the learning subject enters in cognitive affective activity and that don‟t exercise himself just mechanically; its foreseen that the students won‟t play the role of plain bit player, but that they take part in real situations of real interaction and that they be taken to implicate themselves in work with language, understanding its functionality. The attitude of the educator and the teacher has to escape the isomorphism of practices, choosing the methodological diversification, doing that the cognitive work of the subject-student won‟t dry out itself in the discovery of plain answers to educated requests, but be invested in the experience of true emotions. The development of oral language, the phonological awareness and the behaviours that emerge from reading and writing are three determinant factors of the success of reading apprenticeship, so they should be worked out in a clear, intentional and continued way. The higher the knowledge of oral language, in terms of vocabulary and complex sentence higher will be the ability of comprehension of the written message. Being the organization and brain functioning major conditions in the acquiring of speech, the language heard in the surroundings in which the child grows up is determinant in the success or failure of reading: the more rich and stimulating is the environment, the richer will be the use and the knowledge that the child has of its language. The pre-school education and the early years of scholarship are a crucial period for the language acquisitions of great preponderance (namely the phonological awareness), should this models of formal education focus on language promotion, promoting a fruitful contact with rich language models, diversified and stimulant.
Nowadays, learning to read and write is considered fundamental for the integration of the individual in society. However, this featured task of the early years of school is of some complexity, having even a number of children that cannot comprehend the nature of the task and, therefore, give answers to the demands that School does in terms of learning. It‟s frequent both in Regular Education and in Special Education knowing students that reveal learning difficulties in this area, conditioning his entire academic and professional course. So we checked that during the teaching practice of teachers, the apprenticeship of reading and writing is a subject that arouses a huge interest and raises the need of a continuous investigation, in a process of constant scientific and pedagogic update. This Master thesis has as general goal: The investigation about the pedagogic conditions and the cognitive factors optimizers of apprenticeship of reading and writing, assigning a special focus to the context of kindergarten. It follows from the following problem: Does the success of apprenticeship of reading and writing is related to cognitive and pedagogical factors? As specific goals we defined the characterization of favourable environments for the apprenticeship of reading and writing, as well as the analysis of the role of phonological awareness and the deciphering for the success of that learning. In follow up, we established the following hypothesis: General 1: The success of the apprenticeship of reading and writing on children depends of pedagogic and cognitive factors; Specific 1.1: A stimulating environment in the classroom promotes the appropriation of reading and writing; Specific 1.2: The stimulation of the phonological awareness and the deciphering favours the process of apprenticeship of reading and writing; General 2: The success of the apprenticeship of reading and writing doesn‟t depend of pedagogic or cognitive factors. On a first stage, we do a revision of literature related to the pedagogic conditions and cognitive factors optimizers of apprenticeship of reading and writing. We approached the thematic of brain functioning, relating it with the concept of apprenticeship. We proceeded to a historical review of the educational perspectives about apprenticeship of reading and writing, in which are contemplated aspects such as: the precocity of child knowledge‟s about reading and writing, the description of favourable environments to the teaching of reading and writing and the analysis of deciphering concepts, phonological awareness and comprehension in the context of apprenticeship of reading and writing. Afterward, we presented the methodology that has as support the questioning and that aims to see if the success of apprenticeship of reading and writing depends of pedagogical and cognitive factors. The sample of our study is constituted by educators and teachers of the Castelo de Paiva County. In follow up we have the collect, data treatment and result discussion. Resulting from this investigation, based on the components of bibliographic and methodological revision, some conclusions were obtained. The apprenticeship consists in a process of behaviour change consequent of the experience built by emotional, neurological, relational and environmental factors. The act of learning elapses of the interaction between mental structures and the environment. In this context, the teacher is faced has a mediator of apprenticeship and not has a simple knowledge transmitter. On the other hand, the student is an active subject that searches knowledge. The relationship that is established between teacher and student is based in an interaction of responsibility, trust and dialog, doing, in a responsible way, the auto-evaluation of its functions. In the teaching-apprenticeship process, special relevance is given to having knowledge that the brain changes in face of new apprenticeships and that these should be integrated in the previous knowledge‟s so that it has some significance. A child, since an early age, acquires knowledge about written language. The role of the educator is to be alert to this situation, encourage it and support it. The motivation plays, in this field, a fundamental role. It is assumed that the stakeholders in the educational process think in the development of reading and writing tasks so that the learning subject enters in cognitive affective activity and that don‟t exercise himself just mechanically; its foreseen that the students won‟t play the role of plain bit player, but that they take part in real situations of real interaction and that they be taken to implicate themselves in work with language, understanding its functionality. The attitude of the educator and the teacher has to escape the isomorphism of practices, choosing the methodological diversification, doing that the cognitive work of the subject-student won‟t dry out itself in the discovery of plain answers to educated requests, but be invested in the experience of true emotions. The development of oral language, the phonological awareness and the behaviours that emerge from reading and writing are three determinant factors of the success of reading apprenticeship, so they should be worked out in a clear, intentional and continued way. The higher the knowledge of oral language, in terms of vocabulary and complex sentence higher will be the ability of comprehension of the written message. Being the organization and brain functioning major conditions in the acquiring of speech, the language heard in the surroundings in which the child grows up is determinant in the success or failure of reading: the more rich and stimulating is the environment, the richer will be the use and the knowledge that the child has of its language. The pre-school education and the early years of scholarship are a crucial period for the language acquisitions of great preponderance (namely the phonological awareness), should this models of formal education focus on language promotion, promoting a fruitful contact with rich language models, diversified and stimulant.
Descrição
Orientação: Rafael Silva Pereira
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, APRENDIZAGEM, EDUCATION, SPECIAL EDUCATION, LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR