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Publication
Práticas de escrita e de leitura no 1º ano de escolaridadade segundo o modelo do movimento da escola moderna: o trabalho de texto
Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito do Mestrado em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico, na Unidade Curricular de Prática de Ensino Supervisionada.
A investigação ocorreu num estabelecimento de Ensino Particular e Cooperativo, da
rede privada, e incidiu numa turma do primeiro ano do 1º Ciclo do Ensino Básico, com quinze
crianças, seis do sexo masculino e nove do sexo feminino, maioritariamente residentes na área
da Grande Lisboa.
Os professores da instituição regem-se pelo modelo do Movimento da Escola Moderna,
em que as práticas de leitura e escrita se destacaram em sala pela sua presença constante e em
situações muito diversificadas, representando a escrita nas suas várias funções, sendo o trabalho
de texto um dos principais momentos de exploração destas práticas. Teve-se como principal
objetivo perceber quais os aspetos trabalhados nos momentos coletivos de trabalho de texto, e
respetivas aprendizagens, bem como a relação das crianças com a escrita e a leitura, neste modelo
pedagógico.
A metodologia utilizada foi de natureza qualitativa, recorrendo-se a uma observação
direta e participante, tendo como instrumentos de investigação registos do diário de bordo e do
portefólio, entrevistas, registos fotográficos e gravações e transcrição das interações referentes
a momentos de trabalho de texto.
A informação recolhida, e respetiva análise, permitiu um conhecimento mais aprofundado
das práticas de escrita e leitura em sala, bem como das perceções das crianças acerca
destes aspetos, identificando as principais aprendizagens e vantagens do trabalho de texto para
o desenvolvimento das crianças, a nível da língua.
The current report was conceived within the scope of the Master’s Degree in Pre School and Primary Education, in the curricular unit of Supervised Teaching Practice. The investigation occurred in an establishment of Particular and Cooperative Education, of the private network, and focused on a first grade class of the Primary Education, composed by fifteen children, six of which were female and nine were male, the majority of which lived in the area of Great Lisbon. The institution´s teachers are ruled by the model of the Modern Education Movement, in which the practices of reading have a constant presence in the classroom, representing writing and its various functions, being the redaction work one of the main moments of exploration in these practices. The main goal was to understand which were the aspects being worked on during these collective moments of redaction work and the respective learning, and to explore the relationships between children and writing and reading, in this pedagogical model. The methodology applied was of qualitative nature, having chosen a direct and participant observation, and having as instruments of investigation logbook and portfolio’s registers, interviews, photographic registers and recordings and transcriptions of interactions within moments of writing work. The information gathered and its analysis allowed a more profound knowledge of the writing and reading practices in the classroom, as well as of the perception of children regarding these aspects, identifying some of the main learned skills and advantages of redaction work on the children’s development regarding the language.
The current report was conceived within the scope of the Master’s Degree in Pre School and Primary Education, in the curricular unit of Supervised Teaching Practice. The investigation occurred in an establishment of Particular and Cooperative Education, of the private network, and focused on a first grade class of the Primary Education, composed by fifteen children, six of which were female and nine were male, the majority of which lived in the area of Great Lisbon. The institution´s teachers are ruled by the model of the Modern Education Movement, in which the practices of reading have a constant presence in the classroom, representing writing and its various functions, being the redaction work one of the main moments of exploration in these practices. The main goal was to understand which were the aspects being worked on during these collective moments of redaction work and the respective learning, and to explore the relationships between children and writing and reading, in this pedagogical model. The methodology applied was of qualitative nature, having chosen a direct and participant observation, and having as instruments of investigation logbook and portfolio’s registers, interviews, photographic registers and recordings and transcriptions of interactions within moments of writing work. The information gathered and its analysis allowed a more profound knowledge of the writing and reading practices in the classroom, as well as of the perception of children regarding these aspects, identifying some of the main learned skills and advantages of redaction work on the children’s development regarding the language.
Description
Relatório da Prática de Ensino Supervisionada apresentada no
ISPA – Instituto Universitário para obtenção de grau de Mestre
em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino
Básico
Keywords
1.º Ciclo do Ensino Básico Movimento da Escola Moderna Escrita e leitura Trabalho de texto 1st Cycle of Basic Education Modern Education Movement Writing and Reading Redaction Work