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Abstract(s)
Na primeira parte do trabalho refletimos criticamente sobre as práticas em contexto e consecutivamente realizamos uma caraterização dos dois contextos (Pré-Escolar e 1.º CEB).
Na segunda parte do trabalho, através da revisão da literatura realizada, pudemos inferir que o conto tradicional tem vindo a alcançar um papel cada vez mais importante na nossa sociedade, dada a sua relevância para o desenvolvimento harmonioso da criança, podendo ser encarado enquanto ferramenta imprescindível para os Educadores de Infância e para os Professores do 1º CEB.
Ter mais conhecimentos sobre o tema possibilitou-nos traçar o plano de investigação que achámos mais oportuno. Para este estudo considerou-se adequada a utilização de uma abordagem qualitativa, tendo como referencial metodológico o estudo de caso.
O nosso estudo empírico contemplou várias etapas. Em primeiro lugar, foi aplicado um inquérito por questionário aos encarregados de educação, com o intuito de compreender como podem contribuir para a mobilização dos contos tradicionais. Em segundo lugar, realizámos um inquérito por entrevista à professora titular da turma para indagar a forma como o professor utiliza os contos tradicionais na sala de aula e que estratégias de desenvolvimento de compreensão da leitura mobiliza. Adicionalmente a nossa intervenção didática possibilitou a operacionalização de um conjunto de atividades interligadas e associadas ao conto tradicional, para o explorar da forma que achámos mais ajustada ao grupo, no intuito de compreendermos qual o contributo dos contos tradicionais para formação de leitores no 1.º Ciclo do Ensino Básico.
Com base na análise dos dados recolhidos, podemos afirmar que os encarregados de educação apoiam e ajudam os seus educados no que respeita à leitura. A docente, por seu turno, atribui relevância à utilização de contos tradicionais, afirmando utilizá-los com frequência na sua prática educativa e indicando que desenvolve os alunos intelectualmente.
In the first part of this project, we reflect critically on the practices in context and, consecutively, we make a characterization of the two contexts (Pre-school and First Cycle of Basic Education). In the second part of this project, a review of the literature enabled us to infer that the traditional tale has been reaching an increasingly significant role in our society, owing its relevance to the harmonious development of the child. The tale has been, therefore, throughout the ages, an indispensable tool for Pre-School and First Cycle of Basic Education teachers. Thanks to our knowledge improvement on the subject, we could draw a more appropriate investigation plan. We considered that a qualitative approach would be more convenient for this study, using the case study as a methodological reference. Our empirical study included several steps. Firstly, a questionnaire was applied to parents, to understand how the children’s family could contribute to the traditional tale’s mobilization. Secondly, we interviewed the class teacher to find out how she used the traditional tales in the classroom and which strategies were used to develop reading comprehension skills. In addition, our didactical intervention enabled the achievement of a set of interconnected activities, associated to the traditional tale, to explore it the way we considered more convenient to the group, to understand the contribution of traditional tales to the training of First Cycle of Basic Education readers. Based on the analysis of the data collected, we may assert that parents support and help their children in the reading process. The teacher, in turn, attaches importance to the use of traditional tales, claiming to use them frequently in her practice to develop students intellectually.
In the first part of this project, we reflect critically on the practices in context and, consecutively, we make a characterization of the two contexts (Pre-school and First Cycle of Basic Education). In the second part of this project, a review of the literature enabled us to infer that the traditional tale has been reaching an increasingly significant role in our society, owing its relevance to the harmonious development of the child. The tale has been, therefore, throughout the ages, an indispensable tool for Pre-School and First Cycle of Basic Education teachers. Thanks to our knowledge improvement on the subject, we could draw a more appropriate investigation plan. We considered that a qualitative approach would be more convenient for this study, using the case study as a methodological reference. Our empirical study included several steps. Firstly, a questionnaire was applied to parents, to understand how the children’s family could contribute to the traditional tale’s mobilization. Secondly, we interviewed the class teacher to find out how she used the traditional tales in the classroom and which strategies were used to develop reading comprehension skills. In addition, our didactical intervention enabled the achievement of a set of interconnected activities, associated to the traditional tale, to explore it the way we considered more convenient to the group, to understand the contribution of traditional tales to the training of First Cycle of Basic Education readers. Based on the analysis of the data collected, we may assert that parents support and help their children in the reading process. The teacher, in turn, attaches importance to the use of traditional tales, claiming to use them frequently in her practice to develop students intellectually.
Description
Keywords
conto tradicional leitura motivação para a leitura literatura de tradição oral traditional tale reading reading motivation traditional oral literature
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu