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À conversa com a poesia : uma experiência de escrita no 9º ano de escolaridade
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O presente Relatório de Prática de Ensino Supervisionada descreve as fases de
preparação e implementação de uma abordagem didática sobre o texto poético e posterior
aplicação de um projeto de escrita de textos poéticos. Numa turma do nono ano do
Agrupamento de Escolas São Julião da Barra, ao longo de cinco aulas de cem minutos,
pretendeu-se trabalhar o texto poético a partir da análise de poemas de Sophia de Mello
Breyner Andresen e de poemas que tematizam Luís Vaz de Camões e Os Lusíadas.
Um dos propósitos da utilização de textos poéticos sobre Camões e sobre Os
Lusíadas foi o de permitir reconhecer a intertextualidade com a epopeia portuguesa,
matéria de estudo em aulas seguintes. Pretendeu-se, assim, preparar os alunos para a
análise do poema épico, recordando elementos constitutivos de textos poéticos e
analisando composições que fornecessem dados sobre Os Lusíadas e o seu autor.
A metodologia adotada envolveu a aplicação de um exercício de diagnóstico para
aferir dificuldades iniciais, de um exercício de aferição para análise dos efeitos produzidos
com a abordagem didática, e de dois exercícios de compreensão oral. As aulas foram
conduzidas de forma dinâmica, com vários momentos de análise de poemas em turma e
de visionamento de excertos de documentários e de poemas lidos por autores.
O Relatório demonstra, através dos exercícios de diagnóstico e de aferição, que
houve uma melhoria nos resultados ao nível de interpretação de textos poéticos. Quanto à
composição de textos poéticos, foi também notória uma melhoria ao nível da escrita e da
superação das dificuldades nas estruturas propostas.
This Supervised Teaching Practice (STP) Report outlines the planning and performance stages of a didactic unit about poetry, which included a writing project on poetic texts. The STP was carried out with a 9th grade Portuguese class, from Escola São Julião da Barra, at Agrupamento de Escolas São Julião da Barra, from October 20th 2020 to January 19th 2021. Throughout five 100-minute lessons, poetic text was approached and developed through the close analysis of poems by Sophia de Mello Breyner Andresen, and several poems about Luís Vaz de Camões and his work, The Lusiads. The main purpose of working on texts about Camões and The Lusiads was to create intertextuality with the following lessons, in which learners would study the Portuguese epic poem. Considering this, the objective was to prepare students so to successfully read, understand, and analyze Camões’ work. This was achieved by providing them the necessary tools and elements of poetic texts, through the contact with poems which provided information about The Lusiads and its author. Regarding the methodology applied, it included a pre-test to assess the initial difficulties of the class, a post-test to study the effects of the didactic unit, and two listening comprehension exercises. The lessons were dynamic, with several stages of collective work and discussion to perform poem analysis and other moments of watching excerpts from documentaries and poetry readings. To conclude, the outcomes presented in this report show, through the obtained pre and post-tests results, that there was an improvement regarding learners’ poetic text interpretation skills throughout the STP. Additionally, a positive change was also visible regarding the students’ ability to write poems.
This Supervised Teaching Practice (STP) Report outlines the planning and performance stages of a didactic unit about poetry, which included a writing project on poetic texts. The STP was carried out with a 9th grade Portuguese class, from Escola São Julião da Barra, at Agrupamento de Escolas São Julião da Barra, from October 20th 2020 to January 19th 2021. Throughout five 100-minute lessons, poetic text was approached and developed through the close analysis of poems by Sophia de Mello Breyner Andresen, and several poems about Luís Vaz de Camões and his work, The Lusiads. The main purpose of working on texts about Camões and The Lusiads was to create intertextuality with the following lessons, in which learners would study the Portuguese epic poem. Considering this, the objective was to prepare students so to successfully read, understand, and analyze Camões’ work. This was achieved by providing them the necessary tools and elements of poetic texts, through the contact with poems which provided information about The Lusiads and its author. Regarding the methodology applied, it included a pre-test to assess the initial difficulties of the class, a post-test to study the effects of the didactic unit, and two listening comprehension exercises. The lessons were dynamic, with several stages of collective work and discussion to perform poem analysis and other moments of watching excerpts from documentaries and poetry readings. To conclude, the outcomes presented in this report show, through the obtained pre and post-tests results, that there was an improvement regarding learners’ poetic text interpretation skills throughout the STP. Additionally, a positive change was also visible regarding the students’ ability to write poems.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Português no 3º Ciclo e no Ensino Secundário e de Latim no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Análise literária Ensino básico (3º Ciclo) Literatura portuguesa Educação literária Relatórios da prática de ensino supervisionada - 2021