Loading...
Publication
Conceções dos educadores portugueses sobre a linguagem escrita : Um estudo de caso
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 411.71 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente artigo pretende dar conta dos resultados de uma investigação realizada junto de um grupo de 18
educadoras de infância a trabalhar na em escolas da rede pública da Ilha Terceira, Açores, Portugal, cujo
objetivo foi o de compreender a sua perspetiva acerca da abordagem à linguagem escrita no âmbito da educação
de infância. Foram avaliados aspetos como a posição pedagógica e metodológica que as educadoras afirmam
adotar na sua intervenção pedagógica e os processos de aprendizagem que afirmam privilegiar como promotores
da literacia nas suas salas. A entrevista realizada durante o segundo trimestre do ano escolar permitiu concluir
que a forma de pensar destas educadoras, acerca do desenvolvimento da linguagem escrita, caracteriza-se,
basicamente, pelo distanciamento relativamente a uma perspetiva emergente da literacia, centrada nas crianças,
pela atribuição de uma acentuada importância às atividades e estratégias de intervenção direta e pelo défice de
conhecimentos sobre a forma como se desenvolvem os processos de leitura e escrita em crianças pré-escolares.
ABSTRACT: The aim of this paper is to present the results of a study developed with teachers of 18 public kindergartens in Terceira Island, Azores, Portugal, in order to understand their perspective about the written language development on preschool children. To evaluate the teachers’ beliefs, there was taken into account some aspects such as the methodology that they assume as characteristics of their practices, their pedagogical stand and the pedagogical processes that they assure to privilege in order to promote the development of children attending these kindergartens. The interview conducted during the second trimester of the scholar year, allowed to conclude that teachers’ way of thinking about written language is basically characterized for a lack of an emergent literacy perspective, focus on children, pointing out aspects such as a remarkable importance attributed to activities and direct intervention strategies and the deficit of knowledge about the development of children’s conceptualisations on reading and writing.
ABSTRACT: The aim of this paper is to present the results of a study developed with teachers of 18 public kindergartens in Terceira Island, Azores, Portugal, in order to understand their perspective about the written language development on preschool children. To evaluate the teachers’ beliefs, there was taken into account some aspects such as the methodology that they assume as characteristics of their practices, their pedagogical stand and the pedagogical processes that they assure to privilege in order to promote the development of children attending these kindergartens. The interview conducted during the second trimester of the scholar year, allowed to conclude that teachers’ way of thinking about written language is basically characterized for a lack of an emergent literacy perspective, focus on children, pointing out aspects such as a remarkable importance attributed to activities and direct intervention strategies and the deficit of knowledge about the development of children’s conceptualisations on reading and writing.
Description
Keywords
Educação de infância Abordagem à linguagem escrita Conceções dos educadores Early childhood education Emergent literacy Teachers’ beliefs
Citation
Revista de Estudios e Investigación en Psicología y Educación, 1, 26-34. doi:10.17979/reipe.2014.1.1.19
Publisher
Universidade da Coruña; Universidade do Minho