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Abstract(s)
O nosso trabalho baseou-se na presença dos textos escritos pelos autores são-tomenses nos manuais escolares nos diferentes níveis de escolaridade em S. Tomé e Príncipe no período pós-independência.
Começámos por problematizar o conceito de manual. Seguiu-se uma recolha e análise dos manuais e sebentas usadas nas escolas durante o período de 1978 a 2012. Fizemos a identificação, quantificação e distribuição dos manuais por níveis de ensino.
Constituído por quatro capítulos, procuramos ao longo do presente trabalho, na medida do possível, recorrer a estudos sobre esta temática, cingindo a nossa análise ao ensino Básico e Secundário, como forma de detectarmos a que nível tem havido maior ou menor presença desses autores. A análise que fizemos centrou-se nos seguintes itens: os géneros literários, as temáticas trabalhadas e as propostas de trabalho que os respectivos manuais apresentam na orientação do trabalho dos docentes e dos alunos quanto à interpretação dos textos. Procurámos compreender em que medida esses manuais têm concorrido para a construção da autonomia do aluno santomense, nomeadamente em termos de desenvolvimento de competências de leitura.
No primeiro capítulo, debruçamo-nos sobre «o manual como material pedagógico» potenciador do desenvolvimento das competências leitoras dos alunos. O segundo capítulo baseou-se no levantamento e no respectivo estudo dos manuais de Português (Língua Portuguesa). O terceiro centrou-se nos textos de autores santomenses que aparecem nos mesmos manuais publicados e usados na escola pública de São Tomé e Príncipe, depois da independência. Finalmente, no quarto capítulo, desenvolvemos uma análise mais pormenorizada do manual da quarta classe, fruto da primeira experiência no tocante a manuais feitos em S. Tomé e Príncipe.
«Mergulhados» e directamente implicados no processo de ensino e aprendizagem, do qual faz parte a escola, não nos sentimos defraudados com o resultado da nossa investigação, cientes de que ela venha a contribuir para incentivar a classe estudantil a preocupar-se mais entusiasticamente com a leitura.
Para finalizar, regozijamo-nos com o facto de o nosso trabalho ter servido para reafirmar que a prática de leitura constitui uma das maiores conquistas da humanidade.
Our work is based on the presence of the texts written by saotomean authors, upon textbooks in different schooling levels in the country in the post-independence period. We started by discussing the manual concept, followed by collecting and analyzing data of schoolbooks as well as the lecture notes used in schools during the period 1978 to 2012, for identification, quantification and distribution amongst education degree. Composed by four chapters, we seek to the extent possible, recurring to studies on this subject, concentrating our analysis in the basic and secondary education, as a way to detect what level there has been greater or lesser presence of these authors. Our research has concentrated in the following items: (i) Literacy gender, (ii) Thematic working; and (iii) Working schoolbooks Scheme, focusing the guidance to the texts interpretation towards the teachers and the students. We tried to understand to what extent these manuals have crowded for the building of the autonomy of the santomean student. For the first chapter, we have oriented our work toward the” Schoolbooks as the teaching material skills” enhancing the reading development competencies of the students. Whilst the second chapter was based on the survey and in the corresponding study of Portuguese Language Manuals, the third one was focused on texts of saotomean authors that appear in the same kinds of manuals published and used in public school in São Tomé and Príncipe, after independence. Finally, in the fourth chapter, we have developed a comprehensive assessment for fourth class approach, as the first manual experience in S. Tomé e Príncipe. “Dipped” and directly involved in the process of teaching and learning, as the component of the school, we don't feel wronged with the result of our investigation. We are confident that it would contribute to encourage the student group to concern about the reading in an enthusiastically way. Finally, we welcome the fact that our work has served to reaffirm that the reading practice constitutes one of the greatest achievements of the humanity.
Our work is based on the presence of the texts written by saotomean authors, upon textbooks in different schooling levels in the country in the post-independence period. We started by discussing the manual concept, followed by collecting and analyzing data of schoolbooks as well as the lecture notes used in schools during the period 1978 to 2012, for identification, quantification and distribution amongst education degree. Composed by four chapters, we seek to the extent possible, recurring to studies on this subject, concentrating our analysis in the basic and secondary education, as a way to detect what level there has been greater or lesser presence of these authors. Our research has concentrated in the following items: (i) Literacy gender, (ii) Thematic working; and (iii) Working schoolbooks Scheme, focusing the guidance to the texts interpretation towards the teachers and the students. We tried to understand to what extent these manuals have crowded for the building of the autonomy of the santomean student. For the first chapter, we have oriented our work toward the” Schoolbooks as the teaching material skills” enhancing the reading development competencies of the students. Whilst the second chapter was based on the survey and in the corresponding study of Portuguese Language Manuals, the third one was focused on texts of saotomean authors that appear in the same kinds of manuals published and used in public school in São Tomé and Príncipe, after independence. Finally, in the fourth chapter, we have developed a comprehensive assessment for fourth class approach, as the first manual experience in S. Tomé e Príncipe. “Dipped” and directly involved in the process of teaching and learning, as the component of the school, we don't feel wronged with the result of our investigation. We are confident that it would contribute to encourage the student group to concern about the reading in an enthusiastically way. Finally, we welcome the fact that our work has served to reaffirm that the reading practice constitutes one of the greatest achievements of the humanity.
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Keywords
Manuais escolares Língua Portuguesa São Tomé e Príncipe