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Contributos da leitura orientada de obras na aula de português para a aquisição/consolidação do conhecimento histórico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.14 MB | Adobe PDF |
Authors
Abstract(s)
O presente Relatório foi efetuado no âmbito da unidade curricular da Prática de Ensino Supervisionada II (PES II), com o intuito de obter o grau de mestre em Ensino do 1º ciclo e do 2º ciclo de Português e História e Geografia de Portugal. A interdisciplinaridade caracteriza-se pela articulação de diferentes áreas do saber, sendo que o ensino-aprendizagem do currículo, perspetivado num todo integrado, fornece aos alunos uma visão mais holística da aprendizagem. Com este estudo pretendeu-se verificar em que medida a leitura orientada de obras literárias, na sala de aula de Português, é promotora da aquisição de conhecimento histórico. A presente investigação é de natureza empírica e caracteriza-se por uma metodologia qualitativa, caracterizando-se, quanto ao procedimento, por um estudo de caso. Foram utilizadas diversas técnicas e instrumentos de recolha de dados: fichas de consolidação de conhecimentos, ferramenta de gamificação Kahoot, inquérito por questionário, observação participante, notas de campo e análise de conteúdo. A amostra do estudo caracterizou-se por N = 28 alunos, sendo 17 do sexo masculino (61%) e 11 do sexo feminino (39%). A investigação foi implementada numa turma de 5.ºano do 2.º CEB, pelo que as idades estão compreendidas entre os 10 e 11 anos. Os resultados provenientes deste estudo evidenciaram que a leitura orientada de obras literárias em sala de aula de Português é promotora da aquisição de conhecimento histórico. Verificou-se que os resultados obtidos foram congruentes com a questão da investigação e respetivos objetivos gerais e específicos.
The present report was prepared as part of the curricular unit of Supervised Teaching Practice II (PES II), with the objective of obtaining a master's degree in Teaching, 1st cycle and 2nd cycle Portuguese and History and Geography of Portugal. The term "interdisciplinarity" is defined by the articulation of different areas of knowledge. The teaching and learning of the curriculum, viewed as an integrated whole, provides students with a more comprehensive understanding of the subject matter. The objective of this study was to ascertain the extent to which guided reading of literary works in the Portuguese classroom facilitates the acquisition of historical knowledge. This research is empirical and is characterised by a qualitative methodology, with a case study approach. Various collection techniques and instruments were used: knowledge consolidation sheets, the Kahoot gamification tool, a questionnaire survey, participant observation, field notes and content analysis. The study sample was constituted by N = 28 students. Of these, 17 were male (61%), and 11 female (39%). The research was conducted in a 5th grade class, with participants ranging in age from 10 to 11 years. The findings, provided in this study, indicated that the guided reading of literary works in the Portuguese classroom facilitated the acquisition of historical knowledge. The data obtained were found to be consistent with the research question and its general and specific objectives.
The present report was prepared as part of the curricular unit of Supervised Teaching Practice II (PES II), with the objective of obtaining a master's degree in Teaching, 1st cycle and 2nd cycle Portuguese and History and Geography of Portugal. The term "interdisciplinarity" is defined by the articulation of different areas of knowledge. The teaching and learning of the curriculum, viewed as an integrated whole, provides students with a more comprehensive understanding of the subject matter. The objective of this study was to ascertain the extent to which guided reading of literary works in the Portuguese classroom facilitates the acquisition of historical knowledge. This research is empirical and is characterised by a qualitative methodology, with a case study approach. Various collection techniques and instruments were used: knowledge consolidation sheets, the Kahoot gamification tool, a questionnaire survey, participant observation, field notes and content analysis. The study sample was constituted by N = 28 students. Of these, 17 were male (61%), and 11 female (39%). The research was conducted in a 5th grade class, with participants ranging in age from 10 to 11 years. The findings, provided in this study, indicated that the guided reading of literary works in the Portuguese classroom facilitated the acquisition of historical knowledge. The data obtained were found to be consistent with the research question and its general and specific objectives.
Description
Keywords
Articulação entre áreas do saber Domínio da educação literária Português