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Concepções de crianças do 1º ano do 1º Ciclo sobre a leitura e a escrita
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Resumo(s)
Partindo do princípio que a promoção da leitura ó um factor do
desenvolvimento individual e de progresso colectivo, uma vez que vivemos
num mundo em que a linguagem escrita nos envolve, pois tudo à nossa volta
é escrito ou relacionado com a escrita (Plano Nacional de Leitura, 2006) e
que as crianças antes de iniciarem a aprendizagem formal da leitura e da
escrita já desenvolveram conceptualizações sobre as suas propriedades e o
que elas representam, e que estes conhecimentos vão interagir com aquilo
que lhes for ensinado e na forma como os conhecimentos vão ser
assimilados (Martins, 1996) surge, então, esta investigação.
Trata-se de um estudo descritivo e interpretativo que tem como
objectivo perceber como evoluem as concepções de um grupo de crianças
do 1° ano do 1° Ciclo, relativamente à aquisição da leitura e da escrita e
descrever e analisar, paralelamente, como essas concepções intruzam na
aprendizagem da leitura e da escrita.
Como questões de investigação, este estudo tem: que concepções
têm as crianças acerca da leitura e da escrita no início do primeiro ano do
primeiro ciclo?; que concepções têm as crianças acerca da leitura e da
escrita no fim do primeiro ano do primeiro ciclo?; de que modo as
concepções das crianças acerca da leitura e da escrita se manifestam na
evolução da sua aprendizagem?.
Como instrumentos de avaliação utilizámos 6 provas; Prova Projecto
Pessoal Leitor/Escritor, Prova de Escrita, Prova de Linguagem Técnica de
Leitura/Escrita; Prova Critérios Formais de Leitura de um Texto; Prova de
Conhecimento Acerca dos Suportes de Escrita e Prova de Leitura e Pseudo-Leitura de Excertos de Suportes de Escrita; que já haviam sido utilizadas em
investigações anteriores.
Os resultados desta investigação permitem-nos afirmar que houve
uma evolução, do início para o final do ano, em todas as provas realizadas,
parecendo também indicar uma relação com as tarefas desenvolvidas para
cada tipo de texto.
Como conclusões e implicações pedagógicas queremos salientar a
importância da leitura e da escrita na formação pessoal e social das
crianças, no sentido em que a linguagem tem uma grande importância na
vida pessoal e social de cada um, pois permite o acesso ao conhecimento e
à comunicação. Algo que se torna essencial para a formação do cidadão,
pois só assim conseguirá se informar e captar melhor as informações do
mundo que a rodeia, que serão imprescindíveis quer na vida escolar e
profissional, quer na aquisição de novos conhecimentos.
This investigation emerges as an exercise to further develop the knowledge around some already well known concepts. In concrete this paper starts from the recognition that reading habits are crucial for both individual development and collective progress, that we live in a world were written language is literally everywhere, that wherever we look there is the need to interpret this "code" and almost all realities relate to it, in one way or another ("National reading plan, 2006'). We also know that, even before starting formal reading and writing apprenticeship, children already developed conceptualizations about proprieties and representations of these realities - these initial concepts will interact with future learning experience and influence the way new concepts will be assimilated (Martins, 1996). This study is mainly descriptive and interpretative aiming at understanding and analyzing how the reading and writing conceptions of a group of first year / first cycle students influences, in practice, their learning experience in these matters. The main investigation questions addressed in this study are: what conceptions do children have about reading and writing before initiating their first year in elementary school? What are these conceptions (and how have they evolve) at the end of the first year? To which extent do these conceptions influence the learning experience and constrain (or amplify) its effectiveness? We used six different examination techniques as evaluation instruments for this study: Individual reader / writer project examination, writing examination, reading / writing technical language examination, formal text reading criteria examination, written support knowledge examination, and reading and pseudo - reading examination; All these examination techniques have been used in previous investigations. The results of this investigation allow us to say that there has been a positive evolution from beginning to end of year in all tested examinations, also indicating some correlations with the tasks developed throughout the year for each type of text. The key pedagogical conclusions and implications of this investigation that we would like to point out are essentially the confirmation of the importance of reading and writing in children social development as these are crucial to allow a free and fluid access to knowledge and communication with other people - both elements are naturally crucial for each citizen individual and social development, in capturing external reality and absorbing new knowledge, not only during early ages at school but also at the later stage in professional performance.
This investigation emerges as an exercise to further develop the knowledge around some already well known concepts. In concrete this paper starts from the recognition that reading habits are crucial for both individual development and collective progress, that we live in a world were written language is literally everywhere, that wherever we look there is the need to interpret this "code" and almost all realities relate to it, in one way or another ("National reading plan, 2006'). We also know that, even before starting formal reading and writing apprenticeship, children already developed conceptualizations about proprieties and representations of these realities - these initial concepts will interact with future learning experience and influence the way new concepts will be assimilated (Martins, 1996). This study is mainly descriptive and interpretative aiming at understanding and analyzing how the reading and writing conceptions of a group of first year / first cycle students influences, in practice, their learning experience in these matters. The main investigation questions addressed in this study are: what conceptions do children have about reading and writing before initiating their first year in elementary school? What are these conceptions (and how have they evolve) at the end of the first year? To which extent do these conceptions influence the learning experience and constrain (or amplify) its effectiveness? We used six different examination techniques as evaluation instruments for this study: Individual reader / writer project examination, writing examination, reading / writing technical language examination, formal text reading criteria examination, written support knowledge examination, and reading and pseudo - reading examination; All these examination techniques have been used in previous investigations. The results of this investigation allow us to say that there has been a positive evolution from beginning to end of year in all tested examinations, also indicating some correlations with the tasks developed throughout the year for each type of text. The key pedagogical conclusions and implications of this investigation that we would like to point out are essentially the confirmation of the importance of reading and writing in children social development as these are crucial to allow a free and fluid access to knowledge and communication with other people - both elements are naturally crucial for each citizen individual and social development, in capturing external reality and absorbing new knowledge, not only during early ages at school but also at the later stage in professional performance.
Descrição
Tese de mestrado, Educação (Formação Pessoal e Social), Faculdade de Ciências, Universidade de Lisboa, 2008
Palavras-chave
Leitura - Estudo e ensino Escrita - Estudo e ensino Aprendizagem Desenvolvimento individual Crianças Concepções Ensino básico (1º ciclo) Teses de mestrado - 2008