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Práticas pedagógicas e dificuldades de aprendizagem da leitura e escrita nos primeiros anos do Ensino Básico
| Name: | Description: | Size: | Format: | |
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| 1.24 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
A aprendizagem da leitura e escrita é um processo complexo que se inicia antes da
entrada na escola mas que necessita dessa aprendizagem formal. Nesse sentido, o papel dos
professores do 1º Ciclo do Ensino Básico e as suas práticas é crucial.
Existem vários métodos de ensino da leitura e escrita e são diversas as práticas e
estratégias utilizadas pelos professores neste processo onde, naturalmente, surgem dificuldades
– que podem ser inerentes ao aluno ou ao seu contexto. Nestes casos, os professores tendem a
alterar as suas práticas, adaptando-as às necessidades dos alunos.
A presente investigação, de natureza qualitativa e exploratória, teve como principal
objetivo conhecer as práticas de ensino e avaliação da leitura e escrita utilizadas pelos
professores nos 1º e 2º anos do 1º Ciclo do Ensino Básico.
De forma a responder aos objetivos específicos estabelecidos, foram realizadas quatro
entrevistas semiestruturadas com professores do 1º CEB. A análise dos dados obtidos foi
realizada através da análise de conteúdo, que permitiu conhecer algumas as práticas mais
utilizadas, as dificuldades da aprendizagem da leitura e escrita mais identificadas e as práticas
e estratégias aplicadas depois da identificação de dificuldades.
As limitações do presente estudo são apresentadas, contudo, os resultados contribuem
para o aprimoramento do conhecimento das práticas dos professores de 1º CEB no ensino da
leitura e da escrita em contexto português.
ABSTRACT: Learning to read and write is a complex process that begins before entering school but requires formal education. From this perspective, the role of teachers in the 1st Cycle of Basic Education and their practices is crucial. There are several methods of teaching reading and writing, and there are various practices and strategies used by teachers in this process where difficulties naturally arise - which can be inherent to the student or their context. In these cases, teachers tend to modify their practices, adapting them to the needs of the students. This qualitative and exploratory research aimed to understand the teaching and assessment practices of reading and writing, used by teachers in the 1st and 2nd grades of the 1st Cycle of Basic Education. To address the specific goals set, four semi-structured interviews were conducted with teachers from the 1st Cycle of Basic Education. The data analysis was carried out using content analysis, which allowed us to identify the most frequently used practices, the most common difficulties in learning reading and writing, and the practices and strategies applied after identifying difficulties. The limitations of this study are presented; however, the results contribute to enhancing the understanding of the practices of teachers in the 1st Cycle of Basic Education in teaching reading and writing in a Portuguese context.
ABSTRACT: Learning to read and write is a complex process that begins before entering school but requires formal education. From this perspective, the role of teachers in the 1st Cycle of Basic Education and their practices is crucial. There are several methods of teaching reading and writing, and there are various practices and strategies used by teachers in this process where difficulties naturally arise - which can be inherent to the student or their context. In these cases, teachers tend to modify their practices, adapting them to the needs of the students. This qualitative and exploratory research aimed to understand the teaching and assessment practices of reading and writing, used by teachers in the 1st and 2nd grades of the 1st Cycle of Basic Education. To address the specific goals set, four semi-structured interviews were conducted with teachers from the 1st Cycle of Basic Education. The data analysis was carried out using content analysis, which allowed us to identify the most frequently used practices, the most common difficulties in learning reading and writing, and the practices and strategies applied after identifying difficulties. The limitations of this study are presented; however, the results contribute to enhancing the understanding of the practices of teachers in the 1st Cycle of Basic Education in teaching reading and writing in a Portuguese context.
Description
Dissertação de Mestrado
realizada sob a orientação da Professora
Doutora Liliana Salvador, 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 Pedagogical practices Reading and Writing Learning difficulties