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Do livro ao fantoche, reciclando palavras. Desenvolvimento da comunicação oral
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Abstract(s)
O presente relatório enquadra-se no âmbito da Prática de Ensino Supervisionada (PES) do Mestrado em Educação Pré-Escolar, a qual foi desenvolvida num jardim de infância situado na cidade de Faro. Este estudo procura perceber se os fantoches podem contribuir para o desenvolvimento da comunicação oral em crianças no Pré-Escolar. Desde o início da prática pedagógica, a 17 de novembro de 2014, que constatei, segundo vivências observadas na sala onde me encontrava a estagiar, que as crianças demonstravam algumas dificuldades de verbalização em determinadas atividades, como por exemplo o reconto de histórias, a partilha e comunicação de acontecimentos e as dramatizações. Ao mesmo tempo, apercebi-me de que as crianças, quando se encontravam a brincar na «área da casinha», área que inclui diversos objetos e acessórios, que permitem às crianças brincar ao «faz de conta», se libertavam mais e a sua comunicação se tornava mais fluída e espontânea. Notava-se que as crianças conseguiam exprimir os seus sentimentos com maior facilidade.
Decidimos realizar este estudo, no mesmo grupo de estágio, a fim de, com algum rigor, verificar se o uso de fantoches pode minimizar as dificuldades identificadas ao nível da comunicação. Comecei por fazer uma leitura em voz alta de A ovelhinha que veio para o jantar, de Steve Smallman. Solicitei, depois, às crianças que fizessem o reconto da narrativa, em pares e apoiando-se no livro. Numa segunda fase, os mesmos pares realizaram o reconto manipulando fantoches produzidos por mim, com materiais reutilizados; esta estratégia visava, a par da sensibilização ecológica, ajudar as crianças a superarem algumas das dificuldades de expressão e comunicação, tais como a vergonha, a timidez, o medo de serem julgadas, que as impede de terem um discurso claro e fluido e de expressar os seus sentimentos, quando estão na presença do seu grupo.
Por forma a dar resposta à questão inicial, focámo-nos nos objetivos definidos, recorremos a uma metodologia de natureza mista (quantitativa e qualitativa), e a uma estratégia de investigação na ação.
Para análise dos resultados, procedemos, numa primeira fase, à análise do discurso, identificámos as sequências narrativas e criámos tabelas e gráficos com o número de frases produzidas pelas crianças, bem como o tipo de frases que estas mais vii
utilizaram. Nesta primeira fase, verificámos logo que as crianças tinham aumentado o seu discurso. Numa segunda fase, para tornar mais sólidos os nossos resultados, fizemos um estudo lexicométrico, donde resultaram seis gráficos, que nos mostraram as diferenças entre cada reconto ao nível do léxico utilizado pelas crianças. Verificámos que o total de substantivos, verbos, adjetivos, advérbios e onomatopeias é sempre superior no reconto da narrativa feita com recurso aos fantoches, estando este mais completo e mais pormenorizado, aproximando-se muito do texto original.
The following report is framed in the Practice of Supervised Teaching (PST) of the Pre-School Education Masters, which took place in a kindergarten in Faro. The aim of this report is to understand the use of puppets associated with oral communication development in Pre-School children. It was since the beginning of the educational practice, in the 17th of November of 2014, that I noticed, based on events observed in the children´s room where I did my internship, that some of the children showed expression and communicational difficulties in some of the activities, such as the re-telling of stories, sharing and communicating events and role-playing. In the meantime, I realized that when children were playing at the “little house area”, an area that is equipped with several objects and accessories that allow children to play pretend and role play, there was an improvement of their communication as it turned more fluid and spontaneous. One could tell the children could express their feelings with more ease. We decided then to start this study, in the same internship group too, with some accuracy, to see if the use of puppets can minimize expression/communication difficulties. I started by doing a reading aloud of A ovelhinha que veio para o jantar, from Steve Smallman. I requested then the children to do the retelling of the story in pairs and using the book as a guide. In a second phase, the same pairs performed the retelling manipulating puppets produced by me, with reused materials; this strategy was intended, along with ecological awareness, to help children to overcome some of the difficulties of expression and communication, such as shame, shyness, fear of being judged, which prevents them from having a clear and fluid speech and to express their feelings when they are in the presence of their group. To answer the initial question, we focused on the objectives set, following a mixed nature method (quantitative and qualitative) and the investigation-action method. To analyze the results, we proceeded in a first stage to the analysis of discourse, identified the narrative sequences and created charts and graphs with the number of sentences produced by children as well as the type of phrases that they used. In this first phase we already noticed that children had increased their speeches. In a second phase, to get a better notion of our results, we made a lexicometric analysis, from which resulted six graphics that showed us the differences between each retelling to the lexical level used by children. We found out that the total number of used words (nouns, verbs, adjectives, adverbs and onomatopoeia) is always higher in the retellings of the narrative made with the help of puppets, which are also more complete and detailed, approaching a lot the original story.
The following report is framed in the Practice of Supervised Teaching (PST) of the Pre-School Education Masters, which took place in a kindergarten in Faro. The aim of this report is to understand the use of puppets associated with oral communication development in Pre-School children. It was since the beginning of the educational practice, in the 17th of November of 2014, that I noticed, based on events observed in the children´s room where I did my internship, that some of the children showed expression and communicational difficulties in some of the activities, such as the re-telling of stories, sharing and communicating events and role-playing. In the meantime, I realized that when children were playing at the “little house area”, an area that is equipped with several objects and accessories that allow children to play pretend and role play, there was an improvement of their communication as it turned more fluid and spontaneous. One could tell the children could express their feelings with more ease. We decided then to start this study, in the same internship group too, with some accuracy, to see if the use of puppets can minimize expression/communication difficulties. I started by doing a reading aloud of A ovelhinha que veio para o jantar, from Steve Smallman. I requested then the children to do the retelling of the story in pairs and using the book as a guide. In a second phase, the same pairs performed the retelling manipulating puppets produced by me, with reused materials; this strategy was intended, along with ecological awareness, to help children to overcome some of the difficulties of expression and communication, such as shame, shyness, fear of being judged, which prevents them from having a clear and fluid speech and to express their feelings when they are in the presence of their group. To answer the initial question, we focused on the objectives set, following a mixed nature method (quantitative and qualitative) and the investigation-action method. To analyze the results, we proceeded in a first stage to the analysis of discourse, identified the narrative sequences and created charts and graphs with the number of sentences produced by children as well as the type of phrases that they used. In this first phase we already noticed that children had increased their speeches. In a second phase, to get a better notion of our results, we made a lexicometric analysis, from which resulted six graphics that showed us the differences between each retelling to the lexical level used by children. We found out that the total number of used words (nouns, verbs, adjectives, adverbs and onomatopoeia) is always higher in the retellings of the narrative made with the help of puppets, which are also more complete and detailed, approaching a lot the original story.
Description
Dissertação de Mestrado, Educação Pré-Escolar, Escola Superior de Educação e Comunicação, Universidade do Algarve, 2016
Keywords
Fantoches Reutilização Comunicação oral Literatura para crianças Puppets Reuse Oral communication Children's literature