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Ensino e aprendizagem da leitura no 1º ano
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| 1002.95 KB | Adobe PDF |
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Abstract(s)
Este Relatório de Prática de Ensino Supervisionada (RPES) teve como principal objetivo perceber o processo de ensino da leitura numa turma de 1º ano de escolaridade.
Este estudo foi realizado durante a prática de ensino supervisionada com um grupo de vinte e um alunos que constituíam uma turma de 1º ano de escolaridade, com o objetivo de encontrar resposta para as duas questões formuladas e nas quais este estudo se baseia: (1) Como ocorre o ensino da leitura numa turma de 1º ano de escolaridade? e (2) Qual a intencionalidade pedagógica da docente ao utilizar este método?
Com recurso a uma metodologia de investigação qualitativa, foram realizadas entrevistas, observações e análises documentais, dos cadernos e das fichas de trabalhado realizadas pelas crianças.
Analisámos a sequência didática de ensino da leitura definida e realizada pela professora, que usava uma adaptação do método das 28 palavras, assim como a sua intencionalidade educativa, o material pedagógico utilizado e as práticas de leitura que eram desenvolvidas neste contexto.
Com este estudo foi possível aprofundar um método de ensino da leitura, que era usado pela professora, conhecer as suas vantagens e as suas limitações, e perceber que a leitura e contagem de histórias é fundamental para o envolvimento das crianças na aprendizagem da leitura.
This Report on Supervised Teaching Practice (RPES), aimed to examine the process of reading instruction in a first-grade classroom. The study was conducted within the context of supervised teaching practice, involving a class of twenty-one students, and sought to address two guiding research questions: (1) How is reading instruction implemented in a first-grade classroom? and (2) What are the teacher’s pedagogical intentions in employing this method? To achieve these aims, a qualitative research methodology was adopted, incorporating interviews, classroom observations, and documentary analysis of students’ notebooks and worksheets. The investigation focused on the analysis of the didactic sequence for reading instruction, as designed and implemented by the teacher, who utilized an adaptation of the “28 Words” method. The study further examined the teacher’s educational intentions, the pedagogical materials employed, and the reading practices developed within this context. The findings provided a deeper understanding of the reading instruction method adopted by the teacher, highlighting both its strengths and limitations, and underscoring the fundamental role of storytelling and shared reading in fostering children’s engagement and motivation in the process of learning to read.
This Report on Supervised Teaching Practice (RPES), aimed to examine the process of reading instruction in a first-grade classroom. The study was conducted within the context of supervised teaching practice, involving a class of twenty-one students, and sought to address two guiding research questions: (1) How is reading instruction implemented in a first-grade classroom? and (2) What are the teacher’s pedagogical intentions in employing this method? To achieve these aims, a qualitative research methodology was adopted, incorporating interviews, classroom observations, and documentary analysis of students’ notebooks and worksheets. The investigation focused on the analysis of the didactic sequence for reading instruction, as designed and implemented by the teacher, who utilized an adaptation of the “28 Words” method. The study further examined the teacher’s educational intentions, the pedagogical materials employed, and the reading practices developed within this context. The findings provided a deeper understanding of the reading instruction method adopted by the teacher, highlighting both its strengths and limitations, and underscoring the fundamental role of storytelling and shared reading in fostering children’s engagement and motivation in the process of learning to read.
Description
Relatório da Prática de Ensino Supervisionada submetido como requisito parcial para a obtenção do grau de:
Mestre Em Educação Pré-Escolar E Ensino Do 1º Ciclo Do Ensino Básico
Keywords
ensino aprendizagem leitura 1º ano teaching learning reading 1st grade