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O papel da música no desenvolvimento das competências de leitura e escrita numa turma do 1.º ciclo de uma escola TEIP
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Nas últimas décadas, o sistema de ensino português tem recebido um número crescente de crianças e jovens de origem migrante, o que coloca desafios acrescidos ao nível da integração escolar e da aprendizagem da língua de escolarização. Neste contexto, a presente dissertação procura responder a uma problemática central: de que forma estratégias educativas inovadoras, assentes na música, podem apoiar o desenvolvimento da leitura e da escrita, promovendo simultaneamente a inclusão educativa em turmas marcadas pela diversidade linguística e cultural.
O estudo, de natureza qualitativa e quantitativa, assume a forma de um estudo de caso realizado numa escola da região da Grande Lisboa, integrada no projeto Territórios Educativos de Intervenção Prioritária (TEIP), envolvendo uma turma do 1.º ano de escolaridade composta por 18 alunos, dos quais 33,3% eram de origem migrante. Foi implementado um programa musical constituído por 11 sessões, com a duração média de 60 minutos, assentes em atividades que combinaram canções, jogos sonoros e exercícios de leitura e escrita associados a elementos musicais, tais como segmentação e recomposição de palavras, identificação de sílabas iniciais e finais, leitura de rimas e treino da correspondência grafema-fonema.
Através desta abordagem lúdica e sequencial, pretendeu-se estimular de forma integrada competências de consciência fonológica, escrita, ampliação vocabular e motivação para a leitura, articulando desde cedo o treino fonológico com práticas de literacia emergente.
Os resultados obtidos revelaram progressos significativos nestas áreas, corroborando investigações nacionais e internacionais e reforçando a ideia de que a música pode constituir-se como uma ferramenta pedagógica facilitadora da linguagem escrita. Para além dos ganhos individuais observados, sublinha-se ainda o seu contributo no plano social, ao favorecer a participação ativa e o envolvimento de crianças em contextos de diversidade linguística e cultural, promovendo assim práticas educativas mais inclusivas.
In recent decades, the Portuguese education system has received a significant number of children and young people from migrant backgrounds. This dissertation focuses on educational strategies developed within the framework of implementing a music program in the curriculum of a first-grade class of Portuguese and immigrant children. The school was located in Lisbon and was part of the Priority Intervention Educational Territories (TEIP) project. This study aims to analyze the effect of a musical program and phonological skills considered essential for learning development and their relationship with the development of phonological awareness, particularly regarding reading and writing skills. It consisted of 11 sessions lasting an average of 60 minutes and were focused on activities exploring songs, phonological games, reading exercises and writing associated with musical elements. 18 students were part of this study, of 33.3% of whom were of migrant background. Through a playful and sequential approach, we sought to promote the development of skills related to phonological awareness, writing, vocabulary, and reading motivation. The methodology adopted for data analysis combined a qualitative and a quantitative approach, involving a case study, to understand both the measurable effects of music on reading and writing acquisition and the participants' perceptions and experiences. The results found are consistent with previous studies, both national and international, and highlight a significant increase in the skills addressed, suggesting that music can function as a tool to facilitate written language, especially in contexts of linguistic and cultural diversity, contributing to educational inclusion and student engagement in the learning process.
In recent decades, the Portuguese education system has received a significant number of children and young people from migrant backgrounds. This dissertation focuses on educational strategies developed within the framework of implementing a music program in the curriculum of a first-grade class of Portuguese and immigrant children. The school was located in Lisbon and was part of the Priority Intervention Educational Territories (TEIP) project. This study aims to analyze the effect of a musical program and phonological skills considered essential for learning development and their relationship with the development of phonological awareness, particularly regarding reading and writing skills. It consisted of 11 sessions lasting an average of 60 minutes and were focused on activities exploring songs, phonological games, reading exercises and writing associated with musical elements. 18 students were part of this study, of 33.3% of whom were of migrant background. Through a playful and sequential approach, we sought to promote the development of skills related to phonological awareness, writing, vocabulary, and reading motivation. The methodology adopted for data analysis combined a qualitative and a quantitative approach, involving a case study, to understand both the measurable effects of music on reading and writing acquisition and the participants' perceptions and experiences. The results found are consistent with previous studies, both national and international, and highlight a significant increase in the skills addressed, suggesting that music can function as a tool to facilitate written language, especially in contexts of linguistic and cultural diversity, contributing to educational inclusion and student engagement in the learning process.
Descrição
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Palavras-chave
Música Crianças migrantes Leitura Escrita Consciência fonológica Motivação Conhecimento alfabético Intrafamilial sexual abuse Childhood trauma Sexual hypoactivity Sexual impulsivity Sexual disorders.