| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.01 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Reconhece-se que os contextos escolares devem formar académica e humanamente, assumindo responsabilidade partilhada com as famílias. Sendo os valores a base para uma convivência democrática, assume-se que educar com e para os valores implica entender o outro como um indivíduo único, com especificidades próprias, educando para uma cidadania responsável. A leitura, particularmente a leitura literária, é fundamental para o desenvolvimento das competências de comunicação e de imaginação. Ao aumentar o conhecimento do mundo, estimula a criatividade, o desenvolvimento cultural e social e a
reflexão acerca de valores. Este estudo parte de experiências de ensino-aprendizagem que se desenvolveram em práticas de sala (dimensão da investigação nas e sobre as práticas), procurando compreender que reflexões de natureza axiológica as crianças fazem a partir da leitura de obras da literatura para a infância (LpI). Para a recolha de dados recorremos à técnica de observação direta e participante, usando notas de campo, registos fotográficos e produções das crianças. Enveredamos por uma análise descritiva, recorrendo em alguns momentos à quantificação e à categorização dos dados, no sentido de melhor poderem ser
entendidos. Os dados recolhidos e analisados permitiram verificar que a maioria das crianças entendeu e refletiu acerca do corpus das obras selecionadas e expressou-se sobre valores, em processos de compreensão textual. Foi nossa preocupação fomentar o pensamento crítico, ajudando as crianças a desenvolverem competências que lhes possibilitem refletir e agir com autonomia e responsabilidade.
It is recognized that school contexts must form academically and humanly, assuming shared responsibility with families. Since values are the basis for democratic coexistence, it is assumed that educating with and for values implies understanding the other as a unique individual, with their own specificities, educating for responsible citizenship. Reading, particularly literary reading, is essential for the development of communication and imagination skills. By increasing knowledge of the world, it stimulates creativity, cultural and social development and reflection on values. This study is based on teaching-learning experiences that were developed in classroom practices (research dimension in and about practices), seeking to understand what reflections of an axiological nature children make from reading works of literature for children. For data collection, we used the technique of direct and participant observation, using field notes, photographic records and children's productions. We embarked on a descriptive analysis, resorting at times to quantification and categorization of data, in order to better understand them. The data collected and analyzed made it possible to verify that most children understood and reflected on the corpus of selected works and expressed themselves about values, in processes of textual comprehension. It was our concern to encourage critical thinking, helping children to develop skills that allow them to reflect and act with autonomy and responsibility
It is recognized that school contexts must form academically and humanly, assuming shared responsibility with families. Since values are the basis for democratic coexistence, it is assumed that educating with and for values implies understanding the other as a unique individual, with their own specificities, educating for responsible citizenship. Reading, particularly literary reading, is essential for the development of communication and imagination skills. By increasing knowledge of the world, it stimulates creativity, cultural and social development and reflection on values. This study is based on teaching-learning experiences that were developed in classroom practices (research dimension in and about practices), seeking to understand what reflections of an axiological nature children make from reading works of literature for children. For data collection, we used the technique of direct and participant observation, using field notes, photographic records and children's productions. We embarked on a descriptive analysis, resorting at times to quantification and categorization of data, in order to better understand them. The data collected and analyzed made it possible to verify that most children understood and reflected on the corpus of selected works and expressed themselves about values, in processes of textual comprehension. It was our concern to encourage critical thinking, helping children to develop skills that allow them to reflect and act with autonomy and responsibility
Description
Keywords
Literatura para a infância Educação em valores Educação de infância 1.º ciclo do ensino básico Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Ferreira, Ana Luz; Sanches, Angelina; Teixeira, Carlos (2022). Da leitura literária (de livros para a infância) à educação em valores. In Cristina Mesquita, Manuel Vara Pires, Rui Pedro Lopes (Eds.). VI Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico. p. 465-477. ISBN 978-972-745-301-6
Publisher
Instituto Politécnico de Bragança