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Advisor(s)
Abstract(s)
A Educação Literária no 1.º Ciclo do Ensino Básico (CEB) tem assumido progressiva importância, devido ao seu elevado contributo para o desenvolvimento das crianças ao nível cognitivo, social, afetivo e emocional. A literatura pode desempenhar um papel central na formação de caráter e de identidade patrimonial, inserida num contexto de veiculação de tradições e valores, contribuindo, assim, para a melhoria de competências de literacia e, concomitantemente, para o desenvolvimento integral do sujeito, que se quer um cidadão questionador, autónomo e participativo numa história coletiva. A pertinência do estudo da literatura tradicional oral no 1.º CEB não está apenas ao serviço da aquisição de uma competência linguística suficientemente sólida por parte do aprendente, mas visa também a conformidade a normas sociais e culturais, que regem os usos linguísticos (competências pragmáticas e sociolinguísticas), para uma efetiva competência comunicativa. Com este relatório, pretendemos dar a conhecer alguns resultados de um projeto desenvolvido em contexto de Prática de Ensino Supervisionada, no qual se proporcionaram momentos de contacto com a literatura tradicional oral, aferindo as potencialidades do seu uso didático, nomeadamente no que diz respeito à abordagem de questões de identidade/alteridade (diversidade linguística e cultural). O plano de trabalhos centrou-se na implementação de intervenções didáticas com uma turma do 2.º ano de uma escola do 1.º CEB de Viseu. Desta intervenção resultou um e-book, construído coletivamente no contexto da Pática de Ensino Supervisionada, com as recolhas de textos de Literatura Tradicional Oral efetuadas pelos alunos. Neste relatório pretende-se refletir sobre alguns dos resultados obtidos. Em suma, as implementações e intervenções familiares contribuíram para o cumprimento dos objetivos: abordagem à Literatura Tradicional Oral e o envolvimento familiar.
Literary Education at primary school has assumed progressive importance due to is high contribution to children’s development at cognitive, social, affective and emotional levels. Literature can play a central role in the formation of the character and patrimonial identity, in a context of the dissemination of traditions and values, thus contributing to the improvement of literacy skills and, simultaneously, to a holistic development of the human being, so s/he becomes a questioning, autonomous and participative citizen in a collective history. The relevance of this study doesn’t intend to be restricted to the acquisition of linguistic skills but it is also aims at conforming to social and cultural norms, governing linguistic uses (pragmatic and sociolinguistic competences), for an effective communicative competence. With this report we intend to present some results of a project developed in the context of Supervised Teaching Practice in which some moments of contact with traditional oral literature were provided assessing the potentialities of its didactic use, namely regarding issues of identity/alterity (linguistic and cultural diversity). The work plan focused on the implementation of some didactic sessions with second-graders belonging to a Primary school located in Viseu. This intervention resulted in an e-book, built collectively in the context of Supervised Teaching Practice, with the collections of texts of Oral Traditional Literature carried out by the students and their families. This report intends to reflect on some of the results obtained. For the final result we made a e-book with the texts of Oral and Tradicional Literature, that were recolected by students and their family. The results are known in this work.
Literary Education at primary school has assumed progressive importance due to is high contribution to children’s development at cognitive, social, affective and emotional levels. Literature can play a central role in the formation of the character and patrimonial identity, in a context of the dissemination of traditions and values, thus contributing to the improvement of literacy skills and, simultaneously, to a holistic development of the human being, so s/he becomes a questioning, autonomous and participative citizen in a collective history. The relevance of this study doesn’t intend to be restricted to the acquisition of linguistic skills but it is also aims at conforming to social and cultural norms, governing linguistic uses (pragmatic and sociolinguistic competences), for an effective communicative competence. With this report we intend to present some results of a project developed in the context of Supervised Teaching Practice in which some moments of contact with traditional oral literature were provided assessing the potentialities of its didactic use, namely regarding issues of identity/alterity (linguistic and cultural diversity). The work plan focused on the implementation of some didactic sessions with second-graders belonging to a Primary school located in Viseu. This intervention resulted in an e-book, built collectively in the context of Supervised Teaching Practice, with the collections of texts of Oral Traditional Literature carried out by the students and their families. This report intends to reflect on some of the results obtained. For the final result we made a e-book with the texts of Oral and Tradicional Literature, that were recolected by students and their family. The results are known in this work.
Description
Keywords
Educação Literária Literatura de tradição oral Oralidade Escrita Identidade/Alteridade 1.º Ciclo do Ensino Básico Literary Education Oral Tradition (Literature) Orality Writing Identity Pimary school.
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu