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Práticas pedagógicas dos professores e dificuldades de aprendizagem da leitura e escrita em alunos com e sem necessidades específicas
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Advisor(s)
Abstract(s)
A aprendizagem da leitura e da escrita revela-se essencial para o futuro sucesso dos
alunos, uma vez que estabelece as bases para a aquisição de conhecimento em diversas áreas.
Neste sentido, a escrita é uma ferramenta essencial para a comunicação eficaz enquanto a
leitura proporciona, entre outras coisas, autonomia na procura informação. Surge, por isso, a
necessidade fundamental de conhecer as práticas dos professores em relação ao ensino da
leitura e da escrita e ao modo como identificam e procuram levar os alunos a superar
dificuldades na aquisição destas competências. O presente estudo visa, pois, conhecer as
práticas pedagógicas no ensino e avaliação da leitura e escrita utilizadas pelos professores nos
1º e 2º anos do 1º ciclo do EB em crianças com e sem necessidades específicas. A
investigação foi realizada por meio de uma metodologia qualitativa e exploratória, que
envolveu entrevistas e subsequente análise de dados e conteúdos. Participaram neste estudo
10 professores do 1º ciclo do EB.
Os resultados estão organizados em temas, incluindo: práticas de ensino da leitura e
escrita, práticas de avaliação da leitura e escrita, práticas perante dificuldades de aprendizagem
da leitura e escrita, práticas pedagógicas após a identificação de dificuldades de aprendizagem
da leitura e escrita e por fim, práticas pedagógicas em casos de alunos com necessidades
específicas. Assim, foi possível perceber que a maioria dos professores participantes refere
ensinar a leitura e escrita em simultâneo e através do método global e que os professores alteram
as suas práticas quando identificam dificuldades nos seus alunos. Quando têm alunos com
necessidades específicas, a maioria trabalha em equipa multidisciplinar e adapta os materiais e
conteúdos consoante as dificuldades.
Este estudo contribui para uma compreensão mais aprofundada das práticas pedagógicas
dos professores no ensino da leitura e escrita a crianças do 1º ciclo do EB, assim como das
dificuldades e desafios percecionados no ensino de alunos com Necessidades Específicas,
constituindo-se, pois, como um ponto de partida para (re)pensar o modo como se realiza a
inclusão em contexto educativo e a necessidade de adaptações nas práticas pedagógicas para
atender à diversidade dos alunos.
ABSTRACT: The learning of reading and writing is essential for students' future success, as it lays the foundation for acquiring knowledge in various areas. In this sense, writing is a crucial tool for effective communication, while reading provides, among other things, autonomy in seeking information. Therefore, there arises a fundamental need to understand teachers' practices regarding the teaching of reading and writing and how they identify and help students overcome difficulties in acquiring these skills. This study aims to understand the pedagogical practices in teaching and assessing reading and writing used by teachers in the 1st and 2nd years of primary education for children with and without specific needs. The research was conducted using a qualitative and exploratory methodology, involving interviews and subsequent data and content analysis. Ten primary education teachers participated in this study. The results are organized into themes, including: teaching practices for reading and writing, assessment practices for reading and writing, practices in response to learning difficulties in reading and writing, pedagogical practices after identifying reading and writing learning difficulties, and finally, pedagogical practices in cases of students with specific needs. Thus, it was possible to see that most participating teachers report teaching reading and writing simultaneously and through a global method, and that they modify their practices when they identify difficulties in their students. When they have students with specific needs, most work in multidisciplinary teams and adapt materials and content according to the difficulties. This study contributes to a deeper understanding of teachers' pedagogical practices in teaching reading and writing to children in primary education, as well as the difficulties and challenges perceived in teaching students with specific needs, serving as a starting point to
ABSTRACT: The learning of reading and writing is essential for students' future success, as it lays the foundation for acquiring knowledge in various areas. In this sense, writing is a crucial tool for effective communication, while reading provides, among other things, autonomy in seeking information. Therefore, there arises a fundamental need to understand teachers' practices regarding the teaching of reading and writing and how they identify and help students overcome difficulties in acquiring these skills. This study aims to understand the pedagogical practices in teaching and assessing reading and writing used by teachers in the 1st and 2nd years of primary education for children with and without specific needs. The research was conducted using a qualitative and exploratory methodology, involving interviews and subsequent data and content analysis. Ten primary education teachers participated in this study. The results are organized into themes, including: teaching practices for reading and writing, assessment practices for reading and writing, practices in response to learning difficulties in reading and writing, pedagogical practices after identifying reading and writing learning difficulties, and finally, pedagogical practices in cases of students with specific needs. Thus, it was possible to see that most participating teachers report teaching reading and writing simultaneously and through a global method, and that they modify their practices when they identify difficulties in their students. When they have students with specific needs, most work in multidisciplinary teams and adapt materials and content according to the difficulties. This study contributes to a deeper understanding of teachers' pedagogical practices in teaching reading and writing to children in primary education, as well as the difficulties and challenges perceived in teaching students with specific needs, serving as a starting point to
Description
Dissertação de Mestrado
apresentada no
ISPA – Instituto Universitário para a
obtenção de grau de Mestre na
especialidade de Psicologia da Educação
Keywords
Práticas pedagógicas Leitura e escrita Dificuldades de aprendizagem Necessidades específicas Pedagogical practices Reading and writing Learning difficulties Specific needs