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Abstract(s)
Esta tese apresenta e analisa a implementação do modelo teórico empírico
Transformative Reading (TR) no 1.º Ciclo, do Ensino Básico, e está estruturada em duas
partes: o enquadramento teórico e a aplicação empírica.
Na primeira parte discute-se o papel que a literatura pode desempenhar na educação e
apresenta-se a proposta curricular nacional para a educação literária. Avaliam-se as
práticas de leitura contemporâneas das crianças e das suas famílias, nos contextos
nacional e europeu, considerando os efeitos das novas tecnologias no desenvolvimento e
nos hábitos das crianças. Esta parte termina com uma visão geral do Projeto Educativo
e Curricular do Colégio São José-Ramalhão, onde este estudo foi realizado, e apresenta
o modelo TR bem como estudos anteriores relacionados.
A segunda parte descreve como o Modelo TR foi adaptado ao 1.º CEB e inclui os métodos
utilizados para a investigação. Apresenta uma análise de abordagem qualitativa das
perceções de 88 alunos (do 3.º e 4.º Anos) e de 13 professores envolvidos neste estudo,
recorrendo ao método da análise de conteúdo de dados provenientes de registos com
perguntas abertas. Os resultados foram discutidos no contexto do referencial teórico
anterior. A conclusão resume os resultados da investigação, os contributos didáticos que
a implementação do Modelo TR pode oferecer à prática pedagógica no 1.º CEB, as
limitações encontradas e sugestões para futuras investigações nesta área.
This dissertation presents and analyses the implementation of the Transformative Reading (TR) model in primary education, and it is structured in two parts: theoretical framework and empirical application. The first part discusses the role that literature may play in education and introduces the national curriculum proposal for literary education. It assesses contemporary reading practices among children and their families within both national and European contexts, considering effects of new technologies on children's development and habits. This part concludes with an overview of the Educational and Curricular Project of São José- Ramalhão School, where this study was conducted, and explains the TR theoretical model and related prior works. The second part details how the TR model was adapted for use in primary education, including the methods used for research. It presents a qualitative analysis of the perceptions of 88 pupils (in Years 3 and 4) and 13 teachers involved in this study, using content analysis of data from records with open-ended questions. The results are discussed in the context of the earlier theoretical framework. The dissertation concludes by summarizing the research findings, the didactic contributions that implementing the TR model may offer to pedagogical practice in primary education, the encountered limitations, and suggestions for further research in this area.
This dissertation presents and analyses the implementation of the Transformative Reading (TR) model in primary education, and it is structured in two parts: theoretical framework and empirical application. The first part discusses the role that literature may play in education and introduces the national curriculum proposal for literary education. It assesses contemporary reading practices among children and their families within both national and European contexts, considering effects of new technologies on children's development and habits. This part concludes with an overview of the Educational and Curricular Project of São José- Ramalhão School, where this study was conducted, and explains the TR theoretical model and related prior works. The second part details how the TR model was adapted for use in primary education, including the methods used for research. It presents a qualitative analysis of the perceptions of 88 pupils (in Years 3 and 4) and 13 teachers involved in this study, using content analysis of data from records with open-ended questions. The results are discussed in the context of the earlier theoretical framework. The dissertation concludes by summarizing the research findings, the didactic contributions that implementing the TR model may offer to pedagogical practice in primary education, the encountered limitations, and suggestions for further research in this area.
Description
Keywords
Literatura Educação Literária Projeto Artístico Vivência Literária Transformative Reading Interpretação Perceção de si Perceção dos outros Empatia