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Advisor(s)
Abstract(s)
Reconhecendo que a Literatura para a Infância (LpI) permite à criança descobertas
enriquecedoras do ponto de vista da sua formação enquanto pessoa e enquanto leitora de
livros e do mundo, e que os valores são a base para uma convivência democrática,
entendemos centrar a nossa ação educativa e investigar sobre LpI e os valores. O trabalho
foi desenvolvido em dois contextos, nomeadamente em Jardim de Infância (JI) com um
grupo constituído por 20 crianças, de três e quatro anos de idade e numa escola do 1.º Ciclo
do Ensino Básico (CEB), com um grupo de 25 crianças que frequentavam o 4.º ano de
escolaridade, com nove e dez anos de idade. Recorrendo à revisão de literatura refletimos
acerca da relevância da LpI e da educação em valores, enquanto meios de relação e
compreensão dos outros e de si. A questão-problema que norteia o trabalho é: Que
reflexões (construções/conceções) de natureza axiológica fazem as crianças a partir da
leitura de obras de LpI? Definimos como objetivos do estudo: analisar opiniões das
crianças sobre os valores presentes em narrativas da LpI, problematizando a sua
dimensão ética (i); identificar valores que as crianças expressam nas suas produções
(textos, desenhos, pinturas) bem como nas suas interações (ii); promover a convivência
democrática nas escolas a partir de um trabalho centrado na leitura e análise de obras de
LpI, consciencializando as crianças sobre a importância de agir eticamente (iii).
Pretendemos, assim, perceber como os valores são entendidos pelas crianças perspetivando
a necessidade de fomentar um pensamento crítico, ajudando a que se tornem capazes de
pensar, refletir e agir com autonomia e responsabilidade. As obras de potencial receção
infantil selecionadas possibilitaram criar experiências de aprendizagem nas quais as
crianças puderam expressar as suas opiniões, quanto às suas mensagens e valores. Desta
forma, a LpI assume um importante contributo para a reflexão, compreensão e construção
de valores considerados essenciais para o exercício de uma cidadania responsável, justa e
solidária. A recolha de dados foi feita de forma criteriosa nos contextos previamente
referidos, optando pela técnica de observação direta e participante, recorrendo a notas de
campo, registos fotográficos e produções das crianças. Os dados recolhidos e analisados,
permitiram impulsionar o que consideramos primordial na escola, ouvir o que as crianças
têm a dizer, dar-lhes tempo e espaço para refletir sobre questões pertinentes no âmbito de
uma cidadania democrática. Através dessa recolha, foi possível verificar que a maioria das
crianças entendeu e refletiu acerca do corpus das obras selecionadas, expressando valores
e/ou ideias alusivas aos mesmos. Assim, consideramos que os resultados do estudo
ilustram práticas a promover recorrendo à LpI.
Taking into account that Literature for Children (LpI) allows them to enrich discoveries from the point of view of their education as a person and as a reader of books and the world, and that values are the basis for democratic coexistence, we intend to focus our action on educational and investigating LpI and values. The research was developed in two contexts, namely in Kindergarten (JI) with a group consisting of 20 children, aged between three and four years old and a school of the 1st Cycle of Basic Education (CEB), with a group of 25 children attending the 4th grade, aged between nine and ten years old. Using the literature review, we reflected on the relevance about LpI and education in values, as means of relating and understanding others and oneself. The question-problem that guides the research is: What reflections (constructions/conceptions) of an axiological nature do children make based on reading LpI works? We defined as study objectives: to analyze children's opinions about the values present in LpI narratives, problematizing their ethical dimension (i); identify values that children express in their productions (texts, drawings, paintings) as well as in their interactions (ii); promote democratic coexistence in schools through work centered on reading and analyzing LpI works, making children aware of the importance of acting ethically (iii). We intend, therefore, to understand how values are understood by children, considering the need to encourage critical thinking, helping them to become capable of thinking, reflecting and acting with autonomy and responsibility. The selected literary books with potential for children's reception made it possible to create learning experiences in which children could express their opinions, regarding their messages and values thus LpI makes an important contribution to the reflection, understanding and construction of values considered essential for the exercise of responsible, fair and solidary citizenship. Data collection was achieved judiciously in the previously mentioned contexts, opting for the technique of direct and participant observation, using field notes, photographic records and children's productions. The collected and analyzed data allowed us to boost what we consider essential at school, to hear what children have to say, to give them time and space to reflect on pertinent issues in the context of democratic citizenship. Through this collection, it was possible to verify that most children understood and reflected on the corpus of selected literary books, expressing values and/or ideas related to them. Thus, we consider that the results of the study illustrate practices to be promoted using LpI.
Taking into account that Literature for Children (LpI) allows them to enrich discoveries from the point of view of their education as a person and as a reader of books and the world, and that values are the basis for democratic coexistence, we intend to focus our action on educational and investigating LpI and values. The research was developed in two contexts, namely in Kindergarten (JI) with a group consisting of 20 children, aged between three and four years old and a school of the 1st Cycle of Basic Education (CEB), with a group of 25 children attending the 4th grade, aged between nine and ten years old. Using the literature review, we reflected on the relevance about LpI and education in values, as means of relating and understanding others and oneself. The question-problem that guides the research is: What reflections (constructions/conceptions) of an axiological nature do children make based on reading LpI works? We defined as study objectives: to analyze children's opinions about the values present in LpI narratives, problematizing their ethical dimension (i); identify values that children express in their productions (texts, drawings, paintings) as well as in their interactions (ii); promote democratic coexistence in schools through work centered on reading and analyzing LpI works, making children aware of the importance of acting ethically (iii). We intend, therefore, to understand how values are understood by children, considering the need to encourage critical thinking, helping them to become capable of thinking, reflecting and acting with autonomy and responsibility. The selected literary books with potential for children's reception made it possible to create learning experiences in which children could express their opinions, regarding their messages and values thus LpI makes an important contribution to the reflection, understanding and construction of values considered essential for the exercise of responsible, fair and solidary citizenship. Data collection was achieved judiciously in the previously mentioned contexts, opting for the technique of direct and participant observation, using field notes, photographic records and children's productions. The collected and analyzed data allowed us to boost what we consider essential at school, to hear what children have to say, to give them time and space to reflect on pertinent issues in the context of democratic citizenship. Through this collection, it was possible to verify that most children understood and reflected on the corpus of selected literary books, expressing values and/or ideas related to them. Thus, we consider that the results of the study illustrate practices to be promoted using LpI.
Description
Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Literatura para a Infância Educação em Valores