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Advisor(s)
Abstract(s)
Na sequência da conclusão do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico redigiu-se o presente Relatório que, de forma integrada, apresenta o trabalho desenvolvido durante a Prática de Ensino Supervisionada (PES) e a investigação nela desenvolvida.
Este estudo, com o tema “Textos informativos nos manuais escolares: um contributo para a formação de leitores”, tem como propósito analisar em que medida os textos informativos, presentes nas unidades didáticas de manuais escolares das diferentes áreas do conhecimento, de uma turma do 1.º ano de escolaridade do Ensino Básico, contribui para a formação leitores.
Estruturado em duas partes, o estudo inicia-se com uma reflexão sobre as práticas em contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, seguindo-se a apresentação do trabalho de investigação, desenvolvido ao longo de dois semestres, que careceu da elaboração de um enquadramento teórico que integra e desenvolve temas indispensáveis à sua concretização. Este insere-se num paradigma qualitativo e quantitativo, que privilegia a análise de conteúdo e constitui os manuais escolares como o principal objeto de análise.
Os resultados obtidos revelaram uma presença visível de textos informativos no manual de Português e Estudo do Meio, que vão sendo cada vez mais extensos à medida que o ano letivo avança e que a capacidade de leitura se começa a dominar e automatizar. Destacamos, igualmente, a necessidade de promoção de textos de caráter informativo, desde tenra idade, em todas as áreas do conhecimento como estratégia para o desenvolvimento das capacidades de estruturação e organização de informação mais complexa.
Abstract Following the completion of the master´s degree in Preschool Education and teaching of the first Cycle of basic education drafted the present report that, in a integrated manner, presents the work developed during the Supervised teaching Practice (PES) and her research developed. With the theme “Informational texts in textbooks: a contribution to the formation of readers”, this study aims to analyze the extent to which the informative texts, present in the didactic units of textbooks of different areas of knowledge, of a class of the 1st year of primary schooling, contributes to the formation readers. Divided into two parts, the study begins with a reflection on the practices in Preschool Education context and 1st Cycle of basic education, followed by the presentation of the research work, developed over two semesters, which lacked the elaboration of a theoretical framework that integrates and develops themes which are indispensable for its implementation. This is part of a qualitative and quantitative paradigm, which focuses on content analysis and constitutes the textbooks as the main object of analysis. The results obtained revealed a visible presence of informative texts in Portuguese manual and Study of the medium, which are being increasingly extensive as the school year progresses and that the ability to read begins to dominate and automate. We highlight, also, the need for promotion of informative texts, from an early age, in all areas of knowledge as a strategy for the development of capacities of structuring and organizing information more complex.
Abstract Following the completion of the master´s degree in Preschool Education and teaching of the first Cycle of basic education drafted the present report that, in a integrated manner, presents the work developed during the Supervised teaching Practice (PES) and her research developed. With the theme “Informational texts in textbooks: a contribution to the formation of readers”, this study aims to analyze the extent to which the informative texts, present in the didactic units of textbooks of different areas of knowledge, of a class of the 1st year of primary schooling, contributes to the formation readers. Divided into two parts, the study begins with a reflection on the practices in Preschool Education context and 1st Cycle of basic education, followed by the presentation of the research work, developed over two semesters, which lacked the elaboration of a theoretical framework that integrates and develops themes which are indispensable for its implementation. This is part of a qualitative and quantitative paradigm, which focuses on content analysis and constitutes the textbooks as the main object of analysis. The results obtained revealed a visible presence of informative texts in Portuguese manual and Study of the medium, which are being increasingly extensive as the school year progresses and that the ability to read begins to dominate and automate. We highlight, also, the need for promotion of informative texts, from an early age, in all areas of knowledge as a strategy for the development of capacities of structuring and organizing information more complex.
Description
Keywords
Leitura Formação de Leitores Tipologia Textual Textos Informativos Manuais Escolares Reading Educating Readers Textual Typology Informational Texts School Textbooks
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu