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Resumo
O presente trabalho surge no âmbito da Prática de Ensino Supervisionada II e
III do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da
Escola Superior de Educação de Viseu.
O mesmo encontra-se estruturado em duas partes. Da primeira parte constam
as reflexões acerca das vivências e das aprendizagens realizadas ao nível das
Práticas de Ensino Supervisionada. A segunda parte centra-se no trabalho de
investigação, cujas questões e projeto emergiram no segundo semestre do ano letivo
2012/2013, tendo como tema “Motivação para a leitura de alunos do 1.º Ciclo do
Ensino Básico”.
Os objetivos delineados neste estudo foram: i) compreender qual o contributo
da escola para a motivação para a leitura dos alunos do 1.º Ciclo do Ensino Básico; ii)
indagar se a ativação do conhecimento prévio contribui para a motivação destes
alunos para a leitura.
Para se poderem alcançar os referidos objetivos, considerou-se adequada para
este estudo uma abordagem de natureza qualitativa tendo como referencial
metodológico o estudo de caso. O instrumento de recolha de dados utilizado foi o
Guião de Leitura, aplicado em dois momentos: antes e após a leitura dos livros
selecionados pelos alunos. Os participantes foram 19 alunos de uma turma do 1.º
Ciclo do Ensino Básico, do 3º ano de escolaridade, tendo a maioria 8 anos (89%) e 9
anos de idade (11%).
Abstract The present report was written for the course Supervised Teaching Practice in Pre-school Education and 1st Cycle of Basic Education III, at Superior school of education Viseu. The report is structured in two parts. The first one includes a reflexive assessment on the experiences and learning acquired during Supervised Teaching Practice. The second part is focused on a research work, which questions and project arose during the second semester of the previous school year (2012/ 2013), and which theme is “motivation for reading on 1st cycle education’ students”. The objectives of this study were: i) to understand the school contribution for reading motivation on 1st cycle of education’ students; ii) wonder whether the activation of previous knowledge contributes to students' motivation to read. To be able to achieve the mentioned goals it was considered appropriate for this study a qualitative approach using the methodology of the case study. The data collection instruments used were: a reading guide used in two different moments, before and after the reading of the books chosen by the students. 19 students of a 3rd grade class of the 1st cycle education, took part of this study, most of them were 8 years old (89%) and the other 9 years old (11%).
Abstract The present report was written for the course Supervised Teaching Practice in Pre-school Education and 1st Cycle of Basic Education III, at Superior school of education Viseu. The report is structured in two parts. The first one includes a reflexive assessment on the experiences and learning acquired during Supervised Teaching Practice. The second part is focused on a research work, which questions and project arose during the second semester of the previous school year (2012/ 2013), and which theme is “motivation for reading on 1st cycle education’ students”. The objectives of this study were: i) to understand the school contribution for reading motivation on 1st cycle of education’ students; ii) wonder whether the activation of previous knowledge contributes to students' motivation to read. To be able to achieve the mentioned goals it was considered appropriate for this study a qualitative approach using the methodology of the case study. The data collection instruments used were: a reading guide used in two different moments, before and after the reading of the books chosen by the students. 19 students of a 3rd grade class of the 1st cycle education, took part of this study, most of them were 8 years old (89%) and the other 9 years old (11%).
Descrição
Palavras-chave
Leitura Motivação Educação Literária Prática de Ensino Supervisionada Reading Motivation Literary Education Supervised Teaching Practice
Contexto Educativo
Citação
Editora
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu