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Abstract(s)
A investigação sobre a qual versa este artigo integra-se na Unidade Curricular de Prática
de Ensino Supervisionada do plano de estudos do Mestrado em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico, realizado na Escola Superior de Educação de
Bragança (ESEB). Trata-se de uma compilação dos resultados obtidos ao longo do ano
letivo 2018/2019 em três contextos diferentes: creche, educação pré-escolar e 1.º ciclo do
ensino básico. Procedemos a uma análise de dados recolhidos ao longo da investigação que
salientam a importância da leitura e da escrita no contacto com livros de literatura para a
infância. Salienta-se que ao longo das experiências de aprendizagem, através do contacto
com os livros, conduzimos as crianças a novas leituras e reflexões sobre diversas temáticas
da sociedade, relacionando-as com as várias áreas do conhecimento. A concretização desta
investigação decorreu da necessidade de proporcionar às crianças boas leituras, com
significado para as mesmas e que promovessem, de igual forma, o gosto pela leitura
autónoma, caminhando esta a par com a escrita. Neste sentido, procuramos dar resposta à
seguinte questão-problema: como pode a literatura para a infância influenciar a
construção de competências de leitura e escrita? Para lhe darmos resposta(s) delineamos
os seguintes objetivos: (i) verificar se existe prática de leitura de livros; (ii) perceber em
que fase de leitura se encontram as crianças; (iii) promover o contacto com a escrita em
diferentes suportes; (iv) explorar diversas técnicas de leitura; e (v) confirmar se houve
evolução no contacto com os livros. No que confere à abordagem metodológica baseamonos
num estudo de caráter qualitativo. As técnicas e instrumentos de recolha de dados
foram a observação direta e participante, as notas de campo, o diário de bordo, a checklist,
a análise de fotografias (que nos ajudaram a documentar o trabalho das crianças) e as
grelhas de observação que nos possibilitaram uma análise reflexiva. Após a análise dos
dados recolhidos foi-nos possível aferir alguns resultados que nos permitiram compreender
que o contacto com os livros (sendo eles significativos para as crianças) viabiliza diversas
experiências de aprendizagem motivadoras e integradoras nos programas educativos, pois
permite o desenvolvimento da imaginação, da criatividade e implica que criança seja mais
autónoma e capaz de refletir, defendendo a sua opinião mais sustentadamente
The research to which this article relates is part of the Supervised Teaching Practice Curricular Unit of the Master's program in Pre-School Education and Teaching of the 1st Cycle of Basic Education, carried out at Escola Superior de Educação de Bragança (ESEB). It is a compilation of the results obtained during the academic year 2018/2019 in three different contexts: daycare, kindergarten and elementary school. We proceeded to an analysis of data collected during our investigation that emphasize the importance of reading and writing based on literature for childhood. It should be noted that throughout the learning experiences, through contact with books, we lead children to new readings and reflections on various themes in society, exposing them to different areas of knowledge. The main goal of this investigation is to provide children with good meaningful readings, with meaning that promote, at the same time, the fruition of autonomous reading, and the writing skill. In this context, we will try to answer the following problem question: how can childhood literature influence the construction of reading and writing skills? In order to provide an answer (s), we outline the following objectives: (i) check if there is a practice of reading books; (ii) understand the reading phase in which the child is; (iii) promoting contact with writing in different media; (iv) explore different various reading techniques; and (v) confirm whether there has been an evolution in contact with books. With regard to the methodological approach, we are based on a qualitative study. The techniques and instruments for data collection were direct and participant observation, field notes, logbook, checklist, photo analysis (which helped us to document the children's work) and the observation grids that enabled a reflective analysis. After analyzing the collected data, we were able to present some results that allowed us to understand that contact with books (being meaningful for children) enables several motivating and integrating learning experiences in educational programs, as well as the development of imagination, creativity and implies that children are more autonomous and able to reflect, defending their opinion more sustainably.
The research to which this article relates is part of the Supervised Teaching Practice Curricular Unit of the Master's program in Pre-School Education and Teaching of the 1st Cycle of Basic Education, carried out at Escola Superior de Educação de Bragança (ESEB). It is a compilation of the results obtained during the academic year 2018/2019 in three different contexts: daycare, kindergarten and elementary school. We proceeded to an analysis of data collected during our investigation that emphasize the importance of reading and writing based on literature for childhood. It should be noted that throughout the learning experiences, through contact with books, we lead children to new readings and reflections on various themes in society, exposing them to different areas of knowledge. The main goal of this investigation is to provide children with good meaningful readings, with meaning that promote, at the same time, the fruition of autonomous reading, and the writing skill. In this context, we will try to answer the following problem question: how can childhood literature influence the construction of reading and writing skills? In order to provide an answer (s), we outline the following objectives: (i) check if there is a practice of reading books; (ii) understand the reading phase in which the child is; (iii) promoting contact with writing in different media; (iv) explore different various reading techniques; and (v) confirm whether there has been an evolution in contact with books. With regard to the methodological approach, we are based on a qualitative study. The techniques and instruments for data collection were direct and participant observation, field notes, logbook, checklist, photo analysis (which helped us to document the children's work) and the observation grids that enabled a reflective analysis. After analyzing the collected data, we were able to present some results that allowed us to understand that contact with books (being meaningful for children) enables several motivating and integrating learning experiences in educational programs, as well as the development of imagination, creativity and implies that children are more autonomous and able to reflect, defending their opinion more sustainably.
Description
Keywords
Literatura para a infância Leitura Creche Educação pré-escolar 1.º ciclo do ensino básico
Citation
Renca, Joana Daniela Farias; Mesquita, Elza; Guerreiro, Carla Alexandra do Espírito Santo (2020). Literatura para a infância: importância do contacto das crianças com o livro. In Rui Pedro Lopes, Cristina Mesquita, Elisabete Mendes Silva, Manuel Vara Pires (Eds.) V Encontro International de Formação na Docência: livro de atas. Bragança: Instituto Politécnico. p. 158-169. ISBN 978-972-745-276-7
Publisher
Instituto Politécnico de Bragança