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Advisor(s)
Abstract(s)
Perceber e mostrar as perceções e práticas do ensino da Língua Portuguesa na educação pré-escolar, a partir da questão formulada a um pequeno número de educadores de infância, em exercício de funções, constitui o cerne do presente estudo. Partindo de um guião de entrevista desenvolvido e aplicado, foi nossa vontade compreender os percursos seguidos por diferentes profissionais da educação pré-escolar ao nível das conceções e práticas de cada um com a Língua Portuguesa, situando-se, portanto, esta investigação no âmbito do estudo de caso qualitativo.
O complexo desenvolvimento da criança compreende interações que assumem uma importância significativa no âmbito do progresso cognitivo-linguístico e a aprendizagem da língua materna faz parte do desenvolvimento da criança e o seu sucesso encontra-se ligado à postura intencional dos educadores, porquanto estimulam a emergência de comportamentos falantes, a partir da criação de ambientes educativos em que a linguagem tem um papel significativo.
Debruça-se este estudo sobre o papel da Educação Pré-Escolar nas proficiências da Língua Portuguesa, através da análise e interpretação das entrevistas, baseando-nos em estudos e orientações curriculares, consideradas essenciais para este nível de educação, sobre o papel da educação de infância e os modelos educativos que norteiam a sua planificação em relação ao ensino e aprendizagem da língua portuguesa. Procuramos abordar a educação pré-escolar e a sua importante evolução ao longo das últimas décadas, o perfil dos educadores, quanto à formação recebida na área da língua portuguesa, conhecer a sua praxis enquanto promotores da língua portuguesa, perceber as conceções e organização dos espaços e materiais utilizados nas atividades direcionadas para o desenvolvimento da língua portuguesa, relacionando estes aspetos com os procedimentos de trabalho assentes no ensino da língua na educação pré-escolar.
Quanto às conclusões, observámos que os educadores promovem um leque diversificado de atividades no âmbito da linguagem, baseadas em conceções legais, e que os seus esforços vão no sentido da seleção de atividades globalizantes que valorizem as áreas de conteúdo, identificadas nas Orientações Curriculares para a Educação Pré-Escolar, e que a área básica da expressão e da comunicação recai de forma transversal sobre o progressivo domínio de diferentes formas de linguagem, numa dicotomia de ensino-aprendizagem.
Constatámos, ainda, que vivendo nós numa sociedade em que a literacia é vital, a linguagem é uma ferramenta de trabalho essencial no quotidiano do jardim de infância e a criança suporta o seu saber com perguntas e respostas em interação com os outros e com o meio onde se encontra inserida, de onde ressalta a importância da metacognição que é convocada pelos educadores, bem como a sua preocupação no sentido de desenvolver a consciência metalinguística das crianças. Será de destacar a perceção aqui indicada sobre os procedimentos com a linguagem em crianças de idade pré-escolar, em espaço interativo e num contexto educativo que propicie práticas orientadas para a sua apropriação. A circunstância e as práticas pedagógicas fomentadas na sala de aula determinam a relação que as crianças estabelecem com a Língua Portuguesa, com a palavra – pela oralidade, pela leitura, pela escrita.
The core of the present study was to understand and demonstrate the perceptions and practices of Portuguese language teaching in pre-school education, from questions posed to a small number of current pre-school teachers. Starting with the development and application of an interview script, it was our wish to explore the different pathways followed by professionals regarding their individual concepts and practices with the Portuguese language. Therefore, this investigation took the form of a qualitative case study. The complex development of children involves interactions that assume a significant importance in the cognitive linguistic progress. The learning of the mother tongue is part of the development of the child, and their success is connected to the attitude of the teachers, stimulating the emergence of speaking behaviours by creating educational environments in which language has a significant role. This study investigates the role of pre-school education in the proficiencies in the Portuguese language through the analysis and interpretation of interviews, which we based on studies and curriculum guidelines considered essential for this level of education, about the role of pre-school education and the educational models which guide the teachers’ planning of the teaching and learning of the Portuguese language. We looked to approach pre-school education and its important evolution in the last decades, the profile of the teachers regarding their training in the Portuguese language, and to know their praxis as promoters of the Portuguese language. We sought to understand the conceptions and organizations of the spaces and materials used in the activities directed to the development of the Portuguese language, relating these aspects with the working procedures based on the teaching of the language in pre-school education. In conclusion, we observed that the teachers promote a diverse range of activities in the scope of the language. Based on legal conceptions, their efforts are directed towards the selection of globalized activities that value the content areas identified in the “Curriculum Guidelines for pre-school education”. The basic areas of expression and communication are common to the progressive command of the different forms of the language, in a dichotomy of teaching and learning. We further realized that, living in a society in which literacy is vital, language is an essential working day-to-day tool in the kindergarten. The child supports their knowledge with questions and answers during interaction with others and with the environment in which they are placed, where the importance of metacognition that is called up by the teachers, as well as their focus in developing a metalinguistic consciousness of the children, should be emphasized. This study highlights the perception about the procedures with the language in pre-school aged children, in an interactive space and in an educational context, that enhance practices orientated to its use. The circumstances and pedagogic practices encouraged in the classroom determine the relationship that children establish with the Portuguese language through speaking, reading and writing.
The core of the present study was to understand and demonstrate the perceptions and practices of Portuguese language teaching in pre-school education, from questions posed to a small number of current pre-school teachers. Starting with the development and application of an interview script, it was our wish to explore the different pathways followed by professionals regarding their individual concepts and practices with the Portuguese language. Therefore, this investigation took the form of a qualitative case study. The complex development of children involves interactions that assume a significant importance in the cognitive linguistic progress. The learning of the mother tongue is part of the development of the child, and their success is connected to the attitude of the teachers, stimulating the emergence of speaking behaviours by creating educational environments in which language has a significant role. This study investigates the role of pre-school education in the proficiencies in the Portuguese language through the analysis and interpretation of interviews, which we based on studies and curriculum guidelines considered essential for this level of education, about the role of pre-school education and the educational models which guide the teachers’ planning of the teaching and learning of the Portuguese language. We looked to approach pre-school education and its important evolution in the last decades, the profile of the teachers regarding their training in the Portuguese language, and to know their praxis as promoters of the Portuguese language. We sought to understand the conceptions and organizations of the spaces and materials used in the activities directed to the development of the Portuguese language, relating these aspects with the working procedures based on the teaching of the language in pre-school education. In conclusion, we observed that the teachers promote a diverse range of activities in the scope of the language. Based on legal conceptions, their efforts are directed towards the selection of globalized activities that value the content areas identified in the “Curriculum Guidelines for pre-school education”. The basic areas of expression and communication are common to the progressive command of the different forms of the language, in a dichotomy of teaching and learning. We further realized that, living in a society in which literacy is vital, language is an essential working day-to-day tool in the kindergarten. The child supports their knowledge with questions and answers during interaction with others and with the environment in which they are placed, where the importance of metacognition that is called up by the teachers, as well as their focus in developing a metalinguistic consciousness of the children, should be emphasized. This study highlights the perception about the procedures with the language in pre-school aged children, in an interactive space and in an educational context, that enhance practices orientated to its use. The circumstances and pedagogic practices encouraged in the classroom determine the relationship that children establish with the Portuguese language through speaking, reading and writing.
Description
Keywords
A Língua Portuguesa Educação Pré-Escolar