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Advisor(s)
Abstract(s)
O Projeto Silabar nasceu da vontade de atuar de forma quase impercetível,
acompanhando a criança na sua construção das pré-competências leitoras na fase que
antecede a aprendizagem formal da leitura e da escrita. Pretende atuar de forma
preventiva nas dificuldades de aprendizagem da leitura e da escrita trabalhando de
forma individualizada e sistemática com as crianças que aos cinco anos de idade
manifestam dificuldades na oralidade, fazendo posteriormente o seu acompanhamento
ao longo dos primeiros anos da escolaridade obrigatória.
Este trabalho pretende fazer uma análise compreensiva da implementação do
Projeto Silabar - uma proposta de prevenção do insucesso na aprendizagem da leitura,
que tem vindo a ser desenvolvido num Agrupamento de Escolas da zona centro do país,
abrangendo crianças entre os 5 e os 9 anos de idade (último ano de frequência do
Ensino Pré-escolar e todos os anos de escolaridade do 1.º Ciclo do Ensino Básico).
Para perceber em que medida o conhecimento das perspetivas dos docentes
poderia contribuir para a melhoria do projeto desenvolvemos um estudo de natureza
qualitativa e exploratória, com recurso à utilização da técnica de inquérito por
questionário no qual participaram onze docentes. O questionário, construído para o
efeito, foi enviado por correio eletrónico a todos os dezasseis docentes que ao longo
dos três últimos anos letivos acompanharam de alguma forma a implementação do
Projeto Silabar.
Desta análise emergiram as forças e fragilidades atribuídas ao projeto pelos
participantes e foi possível identificar algumas propostas de melhoria. Como pontos
fortes são apontados o processo de avaliação e encaminhamento das crianças e o
trabalho individualizado e sistemático que tem vindo a ser feito com as mesmas. A maior
fragilidade identificada prende-se com algumas falhas na regularidade deste
acompanhamento individualizado. O alargamento da abrangência do projeto é a
proposta de melhoria mais referida pelos participantes, o que, por si só, é demonstrativo
da importância que lhe é atribuída.
The Silabar Project was born out of the will to act almost imperceptibly, accompanying the child in his construction of reading skills in the phase that precedes the formal learning of reading and writing. It intends to act in a preventive way in the difficulties of learning to read and write, working in an individualized and systematic way with children who at five years of age manifest difficulties in orality, and subsequently follow up during the first years of compulsory schooling. This work intends to make a comprehensive analysis of the implementation of the Silabar Project - a proposal to prevent failure in reading learning, which has been developed in a School Group in the central zone of the country, covering children between 5 and 9 years of age (last year of kindergarten attendance and all four years of primary school). To understand the extent to which the knowledge of the teachers' perspectives could contribute to the improvement of the project, we developed a qualitative and exploratory study using the questionnaire survey technique in which eleven teachers participated. The questionnaire, built for this purpose, was sent by e-mail to all the sixteen teachers who during the last three school years have somehow followed the implementation of the Silabar Project. From this analysis emerged the strengths and weaknesses attributed to the project by the participants and it was possible to identify some improvement proposals. As strengths are pointed out the process of evaluation and referral of children and the individualized and systematic work that has been done with them. The greatest fragility identified is related to some flaws in the regularity of this individualized follow-up. The extension of the scope of the project is the proposal of improvement most mentioned by the participants, which demonstrates the importance attributed to it.
The Silabar Project was born out of the will to act almost imperceptibly, accompanying the child in his construction of reading skills in the phase that precedes the formal learning of reading and writing. It intends to act in a preventive way in the difficulties of learning to read and write, working in an individualized and systematic way with children who at five years of age manifest difficulties in orality, and subsequently follow up during the first years of compulsory schooling. This work intends to make a comprehensive analysis of the implementation of the Silabar Project - a proposal to prevent failure in reading learning, which has been developed in a School Group in the central zone of the country, covering children between 5 and 9 years of age (last year of kindergarten attendance and all four years of primary school). To understand the extent to which the knowledge of the teachers' perspectives could contribute to the improvement of the project, we developed a qualitative and exploratory study using the questionnaire survey technique in which eleven teachers participated. The questionnaire, built for this purpose, was sent by e-mail to all the sixteen teachers who during the last three school years have somehow followed the implementation of the Silabar Project. From this analysis emerged the strengths and weaknesses attributed to the project by the participants and it was possible to identify some improvement proposals. As strengths are pointed out the process of evaluation and referral of children and the individualized and systematic work that has been done with them. The greatest fragility identified is related to some flaws in the regularity of this individualized follow-up. The extension of the scope of the project is the proposal of improvement most mentioned by the participants, which demonstrates the importance attributed to it.
Description
Keywords
Desenvolvimento da linguagem aprendizagem da leitura prevenção do insucesso Projeto Silabar Language development reading learning failure prevention Silabar Project
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu