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Abstract(s)
Acreditamos que a biblioteca escolar e o professor bibliotecário têm um importante papel a desempenhar no desenvolvimento do
currículo, não devendo ser encarados como recursos marginais ao processo de ensino e aprendizagem. Com este estudo quisemos saber
se e de que modo os professores da EB2,3/S Aquilino Ribeiro integravam nas suas práticas pedagógicas os recursos da biblioteca escolar. Utilizando uma metodologia eminentemente quantitativa,
recorremos a um inquérito por questionário. Através deste instrumento de recolha quisemos essencialmente fazer uma descrição
da situação problema identificada, visando compreender o problema
em extensão e não em profundidade. Procedemos à revisão da literatura, consultámos alguns dos estudos feitos em Portugal sobre esta temática, bem como nos socorremos dos estudos feitos internacionalmente e que evidenciam a importância de um ensino baseado em recursos. Abordámos também a importância da
formação da competência leitora nos nossos alunos e que constitui um dos grandes objectivos da Biblioteca Escolar. Com os dados obtidos construímos gráficos de frequência e de distribuição cujos
resultados foram alvo de análise. Entre outros dados importantes, os resultados do questionário mostraram-nos que a maioria dos
docentes concordava com a importância da biblioteca escolar como centro de recursos pedagógicos na escola. Contudo, a utilização da biblioteca escolar nas práticas lectivas não corresponde à importância que é evidenciada nessa percepção, parecendo existir uma “teorização” da ideia de importância da biblioteca escolar que não
tem uma correspondência nas práticas dos docentes.
We believe that the school library and teacher librarian both have important roles to play in the development of the school curricula and cannot be considered as minor resources to the learning education process. With this study we wanted to find out if and how the classroom teachers of EB 2,3/S Aquilino Ribeiro use the school library resources in their teaching practice and by using an eminently quantitative methodology, we ran an inquiry in the form of a questionnaire. With this instrument we essentially wanted to get a description of the identified problem, aiming to understand the problem in its extension and not in its depth. We proceeded with the revision of literature, consulted some of the studies made in Portugal on this subject, as well as international ones that showed evidence of the importance of resource based learning. We also referred to the importance of the development of the students’ reading ability and which makes one of the most important objectives in the school library. From the collected data distribution and frequency graphs were constructed whose results were the aim of the analysis. Among other important results, the questionnaire showed that most classroom teachers agreed with the idea that the school library is the centre of school pedagogical resources. However, their usage of the school library in practical terms does not correspond to the importance they theoretically expose. There is a “theorization” of the idea that the school library is important but that does not have a correspondence in their teaching practice.
We believe that the school library and teacher librarian both have important roles to play in the development of the school curricula and cannot be considered as minor resources to the learning education process. With this study we wanted to find out if and how the classroom teachers of EB 2,3/S Aquilino Ribeiro use the school library resources in their teaching practice and by using an eminently quantitative methodology, we ran an inquiry in the form of a questionnaire. With this instrument we essentially wanted to get a description of the identified problem, aiming to understand the problem in its extension and not in its depth. We proceeded with the revision of literature, consulted some of the studies made in Portugal on this subject, as well as international ones that showed evidence of the importance of resource based learning. We also referred to the importance of the development of the students’ reading ability and which makes one of the most important objectives in the school library. From the collected data distribution and frequency graphs were constructed whose results were the aim of the analysis. Among other important results, the questionnaire showed that most classroom teachers agreed with the idea that the school library is the centre of school pedagogical resources. However, their usage of the school library in practical terms does not correspond to the importance they theoretically expose. There is a “theorization” of the idea that the school library is important but that does not have a correspondence in their teaching practice.
Description
Keywords
Prática pedagógica Biblioteca escolar
Citation
Publisher
Universidade da Beira Interior