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Abstract(s)
Na actual sociedade de informação, o domínio da escrita considera-se uma questão de cidadania, por isso, a capacidade de produzir textos escritos é, hoje, uma exigência generalizada. A massividade do acesso à escola reforça, cada vez mais, a necessidade dos cidadãos demonstrarem capacidades de escrita num leque alargado de géneros. Neste âmbito, cabe à escola formar alunos capazes de criar documentos que lhes dêem acesso às múltiplas funções que a escrita desempenha na sociedade e ao professor do 1º Ciclo, apela a sociedade que assuma a responsabilidade de levar, a bom termo, a aquisição da língua escrita pela criança.
O domínio da escrita tem na escola uma etapa fundamental no desenvolvimento das capacidades literárias das crianças. No entanto, esta, não pode limitar-se a ser transmissora de saberes neste domínio, devendo, pelo contrário, ser capaz de gerar verdadeiras situações de ensino e reflexão sobre os escritos. Assim, o trabalho com a escrita tem que ter sentido e ser orientado por pressupostos teóricos e metodológicos específicos.
Neste trabalho, procura-se compreender e reflectir a formação de professores visando a aprendizagem e desenvolvimento da escrita, por alunos do 2º ano de escolaridade, realizadas em interacção da Prática Pedagógica Supervisionada das alunas do 2º Ciclo de Ensino Superior – Mestrado em Formação de Educadores de Infância e 1º Ciclo do Ensino Básico. Em suma, este estudo de caso assume como grande finalidade o facto de se poder constituir como um instrumento de reflexão sobre o trabalho docente com a língua escrita. Surge, assim, numa dinâmica reflexiva, em prol da formação de professores, numa abordagem da prática pedagógica, com vista à literacia escolar, nos primeiros anos do ensino básico.
In today's information society, the domain of writing is considered a matter of citizenship, so the ability to produce written texts is now a general requirement. The massive access to school reinforces the need for citizens to demonstrate writing skills in a wide range of genres. In this context, the school has the main role to graduate students to be able to create documents that give them access to the multiple roles that writing plays in society and to the 1st grade teacher, it appeals to society to assume the responsibility to lead in a success way, the acquisition of written language by the child. The domain of writing has in school a critical step in the development of children literacy skills. However, this can`t be limited to transmitting knowledge in this field and, instead, be able to generate real situations of teaching and reflection on the writings. Thus, the work with the writing should have meaning and be guided by specific theoretical and methodological assumptions. This work, seeks to understand and reflect the teacher training aiming the learning and written development, by students of 2nd grade, performed in interaction with Supervised Pedagogical Practice of 2nd Cycle students of Higher Education – Master in Preschool Education and Primary School. To sum up, this case study has the major purpose of being able to constitute itself as an instrument of reflection on the teaching work with the written language. It appears in a reflexive dynamic, towards teacher education, in a pedagogical practice approach, regarding school literacy in the early years of primary education.
In today's information society, the domain of writing is considered a matter of citizenship, so the ability to produce written texts is now a general requirement. The massive access to school reinforces the need for citizens to demonstrate writing skills in a wide range of genres. In this context, the school has the main role to graduate students to be able to create documents that give them access to the multiple roles that writing plays in society and to the 1st grade teacher, it appeals to society to assume the responsibility to lead in a success way, the acquisition of written language by the child. The domain of writing has in school a critical step in the development of children literacy skills. However, this can`t be limited to transmitting knowledge in this field and, instead, be able to generate real situations of teaching and reflection on the writings. Thus, the work with the writing should have meaning and be guided by specific theoretical and methodological assumptions. This work, seeks to understand and reflect the teacher training aiming the learning and written development, by students of 2nd grade, performed in interaction with Supervised Pedagogical Practice of 2nd Cycle students of Higher Education – Master in Preschool Education and Primary School. To sum up, this case study has the major purpose of being able to constitute itself as an instrument of reflection on the teaching work with the written language. It appears in a reflexive dynamic, towards teacher education, in a pedagogical practice approach, regarding school literacy in the early years of primary education.
Description
Keywords
Prática pedagógica Formação de professores
Citation
Publisher
Universidade da Beira Interior