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Prática de Ensino Supervisionada – O livro de literatura para infância como recurso pedagógico
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Abstract(s)
Este relatório foi elaborado no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), integrada no plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB). O documento descreve a ação educativa desenvolvida em três contextos distintos: creche, educação pré-escolar e 1.º ciclo do ensino básico, tendo como eixo central de investigação pedagógica o papel do livro de Literatura para a Infância enquanto recurso promotor de aprendizagens significativas. A escolha desta temática resultou da convicção de que o livro, mais do que um simples suporte de leitura, constitui um instrumento simbólico e pedagógico que potencia a curiosidade, a imaginação e a construção do conhecimento. Definiram-se como objetivos da investigação: i) potenciar o processo de aprendizagem da leitura, a partir de livros de Literatura para a Infância, apresentando sugestões práticas de atividades a realizar nos diferentes contextos em estudo; ii) desenvolver experiências de ensino-aprendizagem, partindo do livro e da Literatura para a Infância e que articulem diferentes domínios de aprendizagem; iii) fomentar o gosto pelo livro e pela leitura, promovendo o contacto frequente com os mesmos; iv) conhecer as perceções das crianças sobre o livro e a Literatura para a Infância. A investigação seguiu uma abordagem qualitativa e recorreu a técnicas como a observação participante, notas de campo, registos fotográficos, focus group e análise de produções das crianças. As experiências de aprendizagem desenvolvidas revelaram que o livro pode assumir diferentes papéis: objeto de exploração sensorial e afetiva em creche; mediador de diálogos, jogos simbólicos e criatividade em educação pré-escolar; e recurso estruturante para a integração de diferentes áreas do saber e para a promoção de aprendizagens significativas no 1.º ciclo do ensino básico. Os dados obtidos indicam que a Literatura para a Infância é um recurso pedagógico versátil e motivador, capaz de articular várias áreas do saber e de promover aprendizagens com significado. As crianças demonstraram entusiasmo e envolvimento nos momentos de leitura, reconhecendo o livro como um elemento central da rotina educativa. Conclui-se, assim, que integrar a Literatura para a Infância de forma intencional e sistemática favorece a formação de leitores, a expressão pessoal e o desenvolvimento integral das crianças.
This report was prepared within the scope of the curricular unit of Supervised Teaching Practice (STP), integrated in the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education (CEB). The document describes the educational action developed in three distinct contexts - nursery, preschool, and the 1st cycle of basic education - with the central pedagogical research focus being the role of Children’s Literature books as a resource that promotes meaningful learning. The choice of this theme stemmed from the conviction that the book, more than a simple reading support, constitutes a symbolic and pedagogical tool that fosters curiosity, imagination, and knowledge building. The objectives defined for the research were: (i) to enhance the process of learning to read through Children’s Literature books, presenting practical suggestions of activities to be carried out in the different contexts under study; (ii) to develop teaching-learning experiences starting from the book and Children’s Literature that articulate different learning domains; (iii) to foster a taste for books and reading, promoting frequent contact with them; (iv) to understand children’s perceptions about books and Children’s Literature. The research followed a qualitative approach and used techniques such as participant observation, field notes, photographic records, focus groups, and analysis of children’s productions. The learning experiences developed revealed that the book can assume different roles: an object of sensory and affective exploration in nursery; a mediator of dialogues, symbolic play, and creativity in preschool; and a structuring resource for the development of reading, writing, and interpretation in the 1st cycle of basic education. The data collected indicate that Children’s Literature is a versatile and motivating pedagogical resource, capable of articulating different areas of knowledge and promoting meaningful learning. Children showed enthusiasm and engagement during reading moments, recognizing the book as a central element of the educational routine. It is therefore concluded that integrating Children’s Literature in an intentional and systematic way fosters the formation of readers, personal expression, and the integral development of children.
This report was prepared within the scope of the curricular unit of Supervised Teaching Practice (STP), integrated in the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education (CEB). The document describes the educational action developed in three distinct contexts - nursery, preschool, and the 1st cycle of basic education - with the central pedagogical research focus being the role of Children’s Literature books as a resource that promotes meaningful learning. The choice of this theme stemmed from the conviction that the book, more than a simple reading support, constitutes a symbolic and pedagogical tool that fosters curiosity, imagination, and knowledge building. The objectives defined for the research were: (i) to enhance the process of learning to read through Children’s Literature books, presenting practical suggestions of activities to be carried out in the different contexts under study; (ii) to develop teaching-learning experiences starting from the book and Children’s Literature that articulate different learning domains; (iii) to foster a taste for books and reading, promoting frequent contact with them; (iv) to understand children’s perceptions about books and Children’s Literature. The research followed a qualitative approach and used techniques such as participant observation, field notes, photographic records, focus groups, and analysis of children’s productions. The learning experiences developed revealed that the book can assume different roles: an object of sensory and affective exploration in nursery; a mediator of dialogues, symbolic play, and creativity in preschool; and a structuring resource for the development of reading, writing, and interpretation in the 1st cycle of basic education. The data collected indicate that Children’s Literature is a versatile and motivating pedagogical resource, capable of articulating different areas of knowledge and promoting meaningful learning. Children showed enthusiasm and engagement during reading moments, recognizing the book as a central element of the educational routine. It is therefore concluded that integrating Children’s Literature in an intentional and systematic way fosters the formation of readers, personal expression, and the integral development of children.
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Keywords
Literatura para a Infância Leitura Formação de leitores