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Promoção das tecnologias e da escrita narrativa pela abordagem "Storyline" : valoração de uma intervenção no 1º ciclo do ensino básico
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Orientador(es)
Resumo(s)
A investigação que apresentamos pretende valorar uma intervenção que promova
competências Tecnologias e de Escrita Narrativa nos aprendentes do 3º ano do Ensino
Básico (E.B.). Intervenção, essa, composta por três momentos distintos: pré-intervenção,
intervenção e pós-intervenção. Aplicou-se uma metodologia de ensino, a qual designamos
de abordagem “Storyline”, em crianças do 1º Ciclo. Mais especificamente, tomamos como
referência uma turma do 3º ano de escolaridade, com dezanove alunos. Com esse
objectivo, construiu-se um conjunto de instrumentos, designados de “ajudas pedagógicas”,
que possibilitassem a promoção de competências tecnológicas e de escrita narrativa nos
estudantes e possibilitasse a reflexão da professora sobre a sua prática. Além do conjunto
de instrumentos aplicados às crianças, foram realizadas duas entrevistas à professora
envolvida no estudo, uma antes da intervenção e a outra no final da mesma, para se
poderem contrastar. Aos alunos foram apresentados questionários e produção de histórias
livres, antes e no final da intervenção. Para recolhermos mais elementos em relação às
competências tecnológicas e de escrita narrativa das crianças, a docente respondeu a um
questionário de caracterização, relativo a cada uma, assim como, a recolha das suas
avaliações trimestrais (1º e 2º período). O investigador realizou observações sistemáticas,
antes, durante e no final da intervenção. Os dados recolhidos inicialmente, conduziram ao
desenvolvimento de uma intervenção, da qual foram alvo as crianças ao nível da promoção
de competências tecnológicas e de escrita narrativa, em contexto de sala de aula. Os dados
recolhidos na pós-intervenção evidenciam um maior uso em relação ao rascunho, uma
autonomia e criatividade na produção de histórias narrativas, assim como, uma maior
eficácia no uso das várias tecnologias utilizadas, levando estas a um aumento no empenho,
por parte dos alunos, pelas aprendizagens propostas no currículo para este ano de
escolaridade. A professora evidencia uma continuidade na metodologia utilizada e abertura
à mudança no processo de ensino-aprendizagem, desde que seja para benefício dos seus
aprendentes. Os resultados parecem mostrar que as crianças, do 3º ano de escolaridade, do
E.B. e a professora envolvida, beneficiaram com a intervenção ao nível da promoção das
referidas competências. A promoção de competências tecnológicas e de escrita narrativa
parecem elevar a autonomia e a criatividade nos aprendentes do 3º ano do 1º Ciclo do E.B..
The investigation that we presented intends to value an intervention to promote competences Technologies and of Escrita Narrativa in the students of the 3rd year of the Basic Teaching (B.T.). Intervention that, composed by three different moments: pré-intervention, intervention and powder-intervention. A teaching methodology was applied, which we designated of approach "Storyline", in children of the 1st Cycle. More specifically, we took as reference a the 3rd year-old group, with nineteen students. With that objective, a group of instruments was built, designated of "pedagogic helps", that you/they made possible the promotion of technological competences and of writing narrative in the students and they made possible the teacher's reflection on his/her practice. Besides the group of applied instruments to the children, two interviews were accomplished the teacher involved in the study, one before the intervention and the other in the end of the same, for if they contrast. To the students questionnaires and production of free histories were presented, before and in the end of the intervention. For us to collect more elements in relation to the technological competences and of the children's writing narrative, the teacher answered the a characterization questionnaire, relative to each a, as well as, collect her/it of their evaluations trimestrials (1st and 2nd period). The investigator accomplished systematic observations, before, during and in the end of the intervention. The data collected initially, they led to the development of an intervention, of which you/they were white the children at the level of the promotion of technological competences and of writing narrative, in classroom context. The data collected in the powder-intervention evidence a larger use in relation to the draft, an autonomy and creativity in the production of narrative histories, as well as, a larger effectiveness in the use of the several used technologies, taking these to an increase in the pledge, on the part of the students, for the learnings proposed in the curriculum for this year of education. The teacher evidences a continuity in the used methodology and opening to the change in the teaching-learning process, since you/he/she is for benefit of their students. The results seem to show that the children, the 3rd years old, of B.T. and the involved teacher, they benefitted with the intervention at the level of the promotion of the referred competences. The promotion of technological competences and of writing narrative they seem to elevate the autonomy and the creativity in the students of the 3rd year of B.T. 1st cycle.
The investigation that we presented intends to value an intervention to promote competences Technologies and of Escrita Narrativa in the students of the 3rd year of the Basic Teaching (B.T.). Intervention that, composed by three different moments: pré-intervention, intervention and powder-intervention. A teaching methodology was applied, which we designated of approach "Storyline", in children of the 1st Cycle. More specifically, we took as reference a the 3rd year-old group, with nineteen students. With that objective, a group of instruments was built, designated of "pedagogic helps", that you/they made possible the promotion of technological competences and of writing narrative in the students and they made possible the teacher's reflection on his/her practice. Besides the group of applied instruments to the children, two interviews were accomplished the teacher involved in the study, one before the intervention and the other in the end of the same, for if they contrast. To the students questionnaires and production of free histories were presented, before and in the end of the intervention. For us to collect more elements in relation to the technological competences and of the children's writing narrative, the teacher answered the a characterization questionnaire, relative to each a, as well as, collect her/it of their evaluations trimestrials (1st and 2nd period). The investigator accomplished systematic observations, before, during and in the end of the intervention. The data collected initially, they led to the development of an intervention, of which you/they were white the children at the level of the promotion of technological competences and of writing narrative, in classroom context. The data collected in the powder-intervention evidence a larger use in relation to the draft, an autonomy and creativity in the production of narrative histories, as well as, a larger effectiveness in the use of the several used technologies, taking these to an increase in the pledge, on the part of the students, for the learnings proposed in the curriculum for this year of education. The teacher evidences a continuity in the used methodology and opening to the change in the teaching-learning process, since you/he/she is for benefit of their students. The results seem to show that the children, the 3rd years old, of B.T. and the involved teacher, they benefitted with the intervention at the level of the promotion of the referred competences. The promotion of technological competences and of writing narrative they seem to elevate the autonomy and the creativity in the students of the 3rd year of B.T. 1st cycle.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Tecnologias Educativas), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Tecnologia educativa Escrita - métodos de aprendizagem Promoção de competências