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Competências literária e literácita na escola do Séc. XXI: dos textos de potencial receção leitora às práticas pedagógicas dos professores
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Resumo(s)
O presente estudo remete para o desenvolvimento de competências literárias e literácitas dos alunos na Escola do 1º Ciclo do Ensino Básico, numa perspetiva de interculturalidade. Assim, baseando-nos num programa de leitura fundamentado na literatura e crendo, em simultâneo, na relação das competências já referidas com a competência em leitura, lecionámos a narrativa Ynari, a menina das cinco tranças, de Ondjaki, recorrendo a aspetos didáticos sustentados pelas autoras Yopp & Yopp (2001), bem como no modelo do Whole Language Approach, explicado mais adiante. Para a intervenção, selecionámos duas turmas do 4º ano de escolaridade, funcionando uma como grupo experimental e a outra como grupo de controlo, produzindo-se materiais específicos, aplicados em situação de sala de aula, com alunos cuja faixa etária se encontra compreendida entre os nove e onze anos. Formuladas as grandes questões, e no sentido de se conhecerem as perceções que os docentes do 1º ciclo têm acerca do referido modelo, aplicou-se um inquérito por questionário, cuja amostra de cento e trinta e quatro docentes foi colhida no distrito de Castelo Branco, mais particularmente em 11 agrupamentos de escolas pertencente aos concelhos de Castelo Branco, Proença –a- Nova, Covilhã e Fundão. O estudo permitiu reconhecer que os docentes do 1º Ciclo do Ensino Básico não valorizam certos aspetos relacionados com a didática da literatura infantil, proporcionadores de motivação para a leitura e consequente formação de leitores. Na tese, constrói-se, igualmente, um quadro teórico que se pretende não apenas refletido, mas igualmente reflexivo composto por sugestões de leituras, por conceitos relativos às narrativas infantis, e ainda por perspetivas e estudos referentes à formação exigida aos Professores do século XXI. Nesse sentido, recorre-se a autores como Azevedo (2003, 2004, 2006, 2009), Yopp & Yopp (2001), Mendoza Fillola (1999, 2003), Bortolussi (1987), Sanchez Corral (1995, 2001, 2003) e Colomer (1999, 2002) entre outros.
This work presents the development of literary and literácitas skills of elementary students, in an intercultural perspective. Thus, supporting ourselves on a reading program established on literature and, at the same time, believing in the connection of the already mentioned skills with the reading competence, we lecture the following narrative Ynari, the girl of five braids, of Ondjaki, using didactic aspects supported by the authors Yopp & Yopp as well as the “Whole Language Approach” model. For our intervention, we selected two classes of the 4th grade, one as the experimental group and the other as the control one, producing specific materials, applied in the classroom with students whose age is between nine and eleven years old . Following the questins made and in order to know the perceptions that the elementary teachers have about this model, we applied a questionnaire survey, which sampled a hundred thirty four teachers in the district of Castelo Branco, more particularly in 11 groups of schools belonging to Castelo Branco, Proença-a-Nova, Covilhã and Fundão. The study allowed us to recognize that elementary teachers do not value certain aspects of children's literature teaching, that produce motivation for reading and subsequent formation of readers. In the thesis, it is built, as well, a model theory that is intended to reflect and be reflexive, composed by reading suggestions, by concepts related to children's narratives and by perspectives and studies connected to the training required for the XXI century teachers. This sense, it resorts to authors such as Azevedo (2003, 2004, 2006, 2009), Yopp & Yopp (2001), Mendoza Fillola (1999, 2003), Bortolussi (1987), Sanchez Corral (1995, 2001, 2003), Colomer (1999, 2002) and others.
This work presents the development of literary and literácitas skills of elementary students, in an intercultural perspective. Thus, supporting ourselves on a reading program established on literature and, at the same time, believing in the connection of the already mentioned skills with the reading competence, we lecture the following narrative Ynari, the girl of five braids, of Ondjaki, using didactic aspects supported by the authors Yopp & Yopp as well as the “Whole Language Approach” model. For our intervention, we selected two classes of the 4th grade, one as the experimental group and the other as the control one, producing specific materials, applied in the classroom with students whose age is between nine and eleven years old . Following the questins made and in order to know the perceptions that the elementary teachers have about this model, we applied a questionnaire survey, which sampled a hundred thirty four teachers in the district of Castelo Branco, more particularly in 11 groups of schools belonging to Castelo Branco, Proença-a-Nova, Covilhã and Fundão. The study allowed us to recognize that elementary teachers do not value certain aspects of children's literature teaching, that produce motivation for reading and subsequent formation of readers. In the thesis, it is built, as well, a model theory that is intended to reflect and be reflexive, composed by reading suggestions, by concepts related to children's narratives and by perspectives and studies connected to the training required for the XXI century teachers. This sense, it resorts to authors such as Azevedo (2003, 2004, 2006, 2009), Yopp & Yopp (2001), Mendoza Fillola (1999, 2003), Bortolussi (1987), Sanchez Corral (1995, 2001, 2003), Colomer (1999, 2002) and others.
Descrição
Palavras-chave
Ensino-aprendizagem Prácticas pedagógicas Competência literária Competência literácita
Contexto Educativo
Citação
Editora
Universidade da Beira Interior