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Abstract(s)
A aprendizagem da leitura e da escrita é uma das principais conquistas que as crianças
realizam no 1º Ciclo do Ensino Básico. Conhecer os processos envolvidos nesta
aprendizagem é fundamental para a adequação do ensino, sendo que no início da escolaridade, pretendemos observar o modo como se efectivam a consciência fonológica, a memória visual e o conhecimento da linguagem técnica da leitura e da escrita. As competências da leitura e da escrita, a realização escolar, os percursos explicam uma parte significativa dos (diversos) caminhos alternativos para atingir a competência académica.
A presente dissertação pretende fundamentar teoricamente a Unidade Didáctica por
um lado, com o intento de definir e focar os seus elementos mais importantes e, por outro,
proporcionar sólidas bases a partir das quais podemos elaborar a planificação de unidades didácticas, enquanto estratégia de ensino da língua materna, no 1º Ciclo do Ensino Básico.
Apresentaremos um hipotético modelo estrutural de desenvolvimento da literacia, como sugestão para a prática pedagógica que poderá ser inferida.
The learning of reading and writing is one of the major achievements that children perform in the first cycle of basic education. Understanding the processes involved in learning is important to adapt the teaching, since that in the beginning of schooling, we want to observe how they give effect to phonological awareness, visual memory and knowledge of the reading and writing technical language. The reading and writing skills, the academic achievement, the courses explain a meaningful part of the (several) alternative ways to get the academic ability. This thesis attempts to justify theoretically, on the one hand, the Teaching Unit, with the intent of defining and focusing its most important elements and, on the other hand, providing solid basis from which we can draw up the planning of teaching units, as a teaching mother tongue strategy, in the first cycle. We will present a hypothetical model of the structural development of literacy, as well as suggestions for pedagogical practice that can be induced.
The learning of reading and writing is one of the major achievements that children perform in the first cycle of basic education. Understanding the processes involved in learning is important to adapt the teaching, since that in the beginning of schooling, we want to observe how they give effect to phonological awareness, visual memory and knowledge of the reading and writing technical language. The reading and writing skills, the academic achievement, the courses explain a meaningful part of the (several) alternative ways to get the academic ability. This thesis attempts to justify theoretically, on the one hand, the Teaching Unit, with the intent of defining and focusing its most important elements and, on the other hand, providing solid basis from which we can draw up the planning of teaching units, as a teaching mother tongue strategy, in the first cycle. We will present a hypothetical model of the structural development of literacy, as well as suggestions for pedagogical practice that can be induced.
Description
Keywords
Aquisição de linguagem Ensino básico Língua materna Ensino-aprendizagem
Citation
Publisher
Universidade da Beira Interior