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Abstract(s)
O presente relatório engloba a ação educativa desenvolvida na unidade curricular de Prática de Ensino Supervisionada (PES) que integra o plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB) na Escola Superior de Educação (ESE) do Instituto Politécnico de Bragança (IPB). Este documento pretende documentar as práticas desenvolvidas nos contextos de creche, educação pré-escolar e 1.º CEB. Incluímos também a caracterização dos contextos bem como a caracterização dos grupos de cada um dos contextos. Engloba ainda as descrições do processo de ensino-aprendizagem e as reflexões sobre as mesmas. A promoção da leitura na infância e a sua implicação na formação de leitores foi o mote para todo este trabalho e procurou-se promover estratégias e práticas que conduzissem as crianças a gostarem de ler e fomentar o gosto pela leitura, de forma a se tornarem futuras leitoras. Para que todo este relatório se realizasse selecionamos a seguinte questão-problema: qual o contributo da ação pedagógica na promoção de leitura para a infância e na formação de leitores? Para ser possível dar resposta à problemática traçamos os seguintes objetivos: i) promover o gosto e a motivação pela leitura, através da utilização de diferentes estratégias, tendo em consideração os contextos e os interesses das crianças; ii) entender o envolvimento das crianças no ato da leitura; iii) contribuir para a progressiva criação de hábitos de leitura. Relativamente, à metodologia utilizada foi baseada na investigação de carácter qualitativo. As técnicas e instrumentos de recolha de dados foram, particularmente, a observação participante, tendo como instrumentos, as notas de campo e os registos fotográficos. Com o desenvolvimento da prática percebemos que as crianças se sentiam motivadas quando ouviam ler e quando liam. Pudemos ainda observar que as crianças mais pequenas ficavam envolvidas na leitura e faziam com mais empenho e dedicação as atividades propostas. Pensamos que nos contextos de creche e de JI fomos um pouco mediadoras da leitura e dos livros.
This report covers the educational action developed in the curricular unit of Supervised Teaching Practice (PES) which is part of the study plan of the master’s degree in Pre-school Education and Teaching in the 1st Cycle of Basic Education (1st CEB) in the School of Education (ESE) of the Polytechnic Institute of Bragança (IPB). This document aims to document the practices developed in the contexts of nursery school, pre-school education and Primary School. We also include the characterization of the contexts as well as the characterization of the groups of each one of the contexts. It also includes descriptions of the teaching-learning process and reflections on them. The promotion of reading in childhood and its implication in the formation of readers was the motto for all this work and we tried to promote strategies and practices that would lead the children to enjoy reading and foster the taste for reading, to become future readers. For this whole report to be conducted, we selected the following problem question: what is the contribution of pedagogical action in the promotion of reading for childhood and in the training of readers? To be able to answer the question we outlined the following objectives: i) to promote the taste and motivation for reading, using different strategies, considering the contexts and interests of children; ii) to understand the involvement of children in the act of reading; iii) to contribute to the progressive creation of reading habits. The methodology used was based on qualitative research. The techniques and instruments for data collection were participant observation, with field notes and photographic records as instruments. With the development of the practice, we noticed that the children felt motivated when they heard reading and when they read. We were also able to observe that the younger children participated in reading and did the proposed activities with more commitment and dedication. We think that in the nursery and kindergarten contexts we were a little bit mediator of reading and books.
This report covers the educational action developed in the curricular unit of Supervised Teaching Practice (PES) which is part of the study plan of the master’s degree in Pre-school Education and Teaching in the 1st Cycle of Basic Education (1st CEB) in the School of Education (ESE) of the Polytechnic Institute of Bragança (IPB). This document aims to document the practices developed in the contexts of nursery school, pre-school education and Primary School. We also include the characterization of the contexts as well as the characterization of the groups of each one of the contexts. It also includes descriptions of the teaching-learning process and reflections on them. The promotion of reading in childhood and its implication in the formation of readers was the motto for all this work and we tried to promote strategies and practices that would lead the children to enjoy reading and foster the taste for reading, to become future readers. For this whole report to be conducted, we selected the following problem question: what is the contribution of pedagogical action in the promotion of reading for childhood and in the training of readers? To be able to answer the question we outlined the following objectives: i) to promote the taste and motivation for reading, using different strategies, considering the contexts and interests of children; ii) to understand the involvement of children in the act of reading; iii) to contribute to the progressive creation of reading habits. The methodology used was based on qualitative research. The techniques and instruments for data collection were participant observation, with field notes and photographic records as instruments. With the development of the practice, we noticed that the children felt motivated when they heard reading and when they read. We were also able to observe that the younger children participated in reading and did the proposed activities with more commitment and dedication. We think that in the nursery and kindergarten contexts we were a little bit mediator of reading and books.
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Keywords
Creche Educação pré-escolar 1.º Ciclo do ensino básico Leitura Leitores