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Advisor(s)
Abstract(s)
O presente relatório de estágio relata a investigação sobre as práticas em que se procurou
promover a articulação curricular, tendo como ponto de partida a leitura de narrativas
para a infância. Foi desenvolvido no âmbito da Prática de Ensino Supervisionada (PES)
que decorreu em três contextos educativos: creche, jardim de infância e no 1.º Ciclo do
Ensino Básico. Foi nosso propósito integrar uma abordagem reflexiva e investigativa
evidenciando a promoção da leitura como ponto de partida para a articulação curricular.
Consideramos ser pertinente na formação holística das crianças, e das suas
potencialidades, uma abordagem que promova uma articulação de saberes originários de
distintos campos do conhecimento. A leitura de narrativas poderá servir este desiderato e
surgiu também, no sentido de despertar nas crianças o gosto pela leitura, considerando se como elemento determinante na construção de leitores ativos. A criança explora os
livros e lê através das suas ilustrações, consequentemente o seu imaginário vai muito mais
além das palavras escritas que prendem a nossa atenção e imaginação, e desta forma vai se desenvolvendo o gosto pela leitura, a exploração dos livros e a aquisição de novos
saberes. Propusemos para esta investigação a seguinte questão-problema: Como
promover a leitura numa dimensão de articulação curricular?, e foi nosso propósito
investigar e refletir sobre o modo como se poderá promover a articulação curricular
através da leitura de diferentes narrativas, uma vez que há uma panóplia de obras de
literatura para a infância que sustentam os conteúdos nas diversas áreas do saber. A
investigação segue uma abordagem de natureza qualitativa, e sustenta-se em instrumentos
e técnicas de recolha de dados como a observação participante, notas de campo e
fotografias. Os dados recolhidos permitem concluir que a leitura proporciona diferentes
conhecimentos, apresenta-se como um meio de desenvolvimento da criatividade e da
imaginação nas crianças, e contribui para a sua formação leitora.
The following internship summary reports the investigation about the practices in which wo tried to promote the curricular articulation, having as moth the reading of childhood narratives. It was developed under the Supervised Teaching Practice (STP) which took place in three educational contexts: daycare centers, kindergarten and 1st grade of basic education. Our purpose was to integrate a reflective and a ponder approach, highlighting the promotion of reading as a starting point for curricular articulation. We believe that an approach where is promoted an articulation of Knowledge that comes from different fields of knowledge is pertinent in the holistic formation of children and their potential. Reading can serve this purpose and can inspire children to read, becoming a determine element in the construction of active readers. The child explores books and reads through their illustrations, consequently their imagination goes beyond the words wrote that book our attention and imagination, and that way develop the taste for reading and discovering new books. For this investigation we asked the question: “How to promote reading in a dimension of curricular articulation?”, and it was our intention to investigate and reflect on hour to promote curricular articulation though reading of different narratives, since there is a panoply of children’s books that support the contents in the various areas of knowledge. The investigation follows a qualitive approach and is supported by data collection instruments and techniques like the participant observation, field notes and photos. The data collected allow us to conclude that reading provides different knowledge, presents itself as a mean of developing creativity and imagination in children, and contributes to their reader training.
The following internship summary reports the investigation about the practices in which wo tried to promote the curricular articulation, having as moth the reading of childhood narratives. It was developed under the Supervised Teaching Practice (STP) which took place in three educational contexts: daycare centers, kindergarten and 1st grade of basic education. Our purpose was to integrate a reflective and a ponder approach, highlighting the promotion of reading as a starting point for curricular articulation. We believe that an approach where is promoted an articulation of Knowledge that comes from different fields of knowledge is pertinent in the holistic formation of children and their potential. Reading can serve this purpose and can inspire children to read, becoming a determine element in the construction of active readers. The child explores books and reads through their illustrations, consequently their imagination goes beyond the words wrote that book our attention and imagination, and that way develop the taste for reading and discovering new books. For this investigation we asked the question: “How to promote reading in a dimension of curricular articulation?”, and it was our intention to investigate and reflect on hour to promote curricular articulation though reading of different narratives, since there is a panoply of children’s books that support the contents in the various areas of knowledge. The investigation follows a qualitive approach and is supported by data collection instruments and techniques like the participant observation, field notes and photos. The data collected allow us to conclude that reading provides different knowledge, presents itself as a mean of developing creativity and imagination in children, and contributes to their reader training.
Description
Keywords
Leitura Articulação curricular Creche Jardim de Infância 1.º Ciclo do Ensino Básico