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Ensino e aprendizagem da leitura e da escrita no primeiro ano de escolaridade : trabalho de texto
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Abstract(s)
A minha prática supervisionada decorreu numa instituição de caracter privado, numa turma de 1º ano do Ensino Básico, composta por 22 alunos, com idades compreendidas entre os 6 e 7 anos. A aprendizagem da leitura e da escrita era uma prática recorrente em sala de aula, estando presente em diversos momentos da vida das crianças. Surge neste sentido, o trabalho de texto, uma prática utilizada na presente instituição como fundamental para a aprendizagem da escrita e da leitura. O principal objetivo foi compreender em que momentos a leitura e a escrita estavam presentes, bem como de que forma a aprendizagem das crianças evolui através do trabalho de texto. Foi utilizada uma metodologia qualitativa, recorrendo a uma observação não participante e participante, para aferir o papel do professor e as interações com as crianças. Foram utilizados o diário de bordo, uma entrevista à professora cooperante, bem como gravações e respetiva transcrição como instrumentos de investigação. Uma análise detalhada dos momentos de trabalho de texto permitiu-me compreender todas as fases que o compõem, o seu encadeamento, bem como de que forma é realizada a passagem da escrita para a leitura. Foi também possível perceber a evolução da aprendizagem das crianças através de uma análise aos comentários e questões que realizavam aos textos dos colegas ao longo do período em que o meu estágio decorreu.
My supervised practice took place in a private institution, in a grade 1 classroom, with 22, 6 and 7 years old, students. The learning of reading and writing was a recurring practice in the classroom, being present at various moments of the children's lives. In this sense, the text work emerges, as a fundamental practice used in this institution for learning to write and read. The main objective was to understand in which moments reading and writing were present, as well as in which way the children's learning evolves through text work. A qualitative methodology was used, using non-participant and participant observation to assess the teacher's role and the interactions with the children. A logbook, an interview with the cooperating teacher, as well as recordings and their transcription were used as research tools. A detailed analysis of the moments of text work allowed me to understand all the phases that compose it, their sequence, as well as how the transition from writing to reading is made. It was also possible to understand the evolution of the children's learning through an analysis of the comments and questions they made on the texts of their classmates during the period in which my internship took place.
My supervised practice took place in a private institution, in a grade 1 classroom, with 22, 6 and 7 years old, students. The learning of reading and writing was a recurring practice in the classroom, being present at various moments of the children's lives. In this sense, the text work emerges, as a fundamental practice used in this institution for learning to write and read. The main objective was to understand in which moments reading and writing were present, as well as in which way the children's learning evolves through text work. A qualitative methodology was used, using non-participant and participant observation to assess the teacher's role and the interactions with the children. A logbook, an interview with the cooperating teacher, as well as recordings and their transcription were used as research tools. A detailed analysis of the moments of text work allowed me to understand all the phases that compose it, their sequence, as well as how the transition from writing to reading is made. It was also possible to understand the evolution of the children's learning through an analysis of the comments and questions they made on the texts of their classmates during the period in which my internship took place.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário para a obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1.ºCiclo do Ensino Básico, criado por Aviso nº 11548/2020, publicado no Diário da República, 2º série, nº153, de 7 de agosto.
Keywords
1º Ciclo do Ensino Básico leitura escrita trabalho de texto primary school rreading writing text work