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Advisor(s)
Abstract(s)
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%).
Description
Keywords
Leitura Motivação Educação Literária Prática de Ensino Supervisionada Reading Motivation Literary Education Supervised Teaching Practice
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu