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Publication
Picturebooks enquanto promotores de motivação no ensino-aprendizagem de inglês no 1º ciclo do ensino básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 6.81 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo propõe-se responder à questão inicial: “Como poderão os picturebooks contribuir para o estímulo dos alunos no processo de ensino-aprendizagem de inglês no 1.º Ciclo do Ensino Básico, nomeadamente, na aquisição de conceitos como a empatia e/ou a relação entre si e o mundo (cidadania)?”. A fim de obter respostas mais direcionadas, decidimos criar duas sub questões: “Quais são as opiniões e práticas dos professores, relativamente à Educação para a Cidadania, no 1.ºCEB?” e “Como poderemos criar e desenvolver recursos que garantam que a empatia e a cidadania constituem os objetivos de aprendizagem? “.
Fundamentado no conteúdo funcional da questão de investigação, definiram-se os objetivos: compreender o conceito de picturebook, enquanto recurso didático; compreender o papel dos picturebooks como elemento motivador no processo ensino-aprendizagem do inglês no 1.º Ciclo do Ensino Básico; estruturar um plano de ação focado nos conteúdos das Aprendizagens Essenciais de inglês, e na Estratégia Nacional de Educação para a Cidadania (ENEC). Este estudo decorreu entre outubro de 2021 a janeiro de 2022, numa turma do 3.º ano do 1.º Ciclo do Ensino Básico. Após a experiência e observação, efetuadas na PES, julgámos ser possível integrar a Educação para a Cidadania Global, nas aulas, sem qualquer prejuízo nas aprendizagens do currículo. Compreendemos que a integração do álbum ilustrado (picturebook), no contexto curricular da aula, está intimamente ligada à figura do professor mediador e à melhoria da sua capacidade de mediação. Perante a impossibilidade de aplicar o projeto na sua totalidade, surgiu a concretização de brochuras com atividades propostas e adequadas para cada um dos álbuns ilustrados (picturebook) selecionados, que poderão ser utilizados como guião, na docência de inglês, no 1.º Ciclo do Ensino Básico.
The present study aims to answer the initial research question: “How can picturebooks contribute to stimulating students in the teaching-learning process of English in the 1st grade, namely in the acquisition of concepts such as empathy and/or the relationship between oneself and the world (citizenship)? In order to get more focused answers, we decided to create two sub-questions: "What are teachers' opinions and practices regarding citizenship education in primary schools?" and "How can we create and develop resources to ensure that empathy and citizenship are learning objectives? Based on the functional content of the research question, the objectives were to understand the concept of the picturebook as a didactic resource; to comprehend the role of picturebooks as a motivating element in the teaching-learning process of English in the 1st Cycle of Basic Education; to structure an action plan focused on the contents of Aprendizagens Essenciais of English and Estratégia Nacional de Educação para a Cidadania. This study took place between October 2021 and January 2022, in a 3rd year class of the primary school class, in Portugal. After the experience and observation carried out in the Prática de Ensino Supervisionada, we understood that it was possible to integrate Global Citizenship Education into lessons without any detriment to the learning in the curriculum. We realised that the integration of picturebooks into the classroom curriculum was thoroughly linked to the figure of the mediating teacher and their ability to mediate. Due to the impossibility of applying the total project, we came up with brochures which propose activities appropriate for each of the picture books selected, which can be used as some kind of guide by English teachers in the 1st Cycle of Basic Education.
The present study aims to answer the initial research question: “How can picturebooks contribute to stimulating students in the teaching-learning process of English in the 1st grade, namely in the acquisition of concepts such as empathy and/or the relationship between oneself and the world (citizenship)? In order to get more focused answers, we decided to create two sub-questions: "What are teachers' opinions and practices regarding citizenship education in primary schools?" and "How can we create and develop resources to ensure that empathy and citizenship are learning objectives? Based on the functional content of the research question, the objectives were to understand the concept of the picturebook as a didactic resource; to comprehend the role of picturebooks as a motivating element in the teaching-learning process of English in the 1st Cycle of Basic Education; to structure an action plan focused on the contents of Aprendizagens Essenciais of English and Estratégia Nacional de Educação para a Cidadania. This study took place between October 2021 and January 2022, in a 3rd year class of the primary school class, in Portugal. After the experience and observation carried out in the Prática de Ensino Supervisionada, we understood that it was possible to integrate Global Citizenship Education into lessons without any detriment to the learning in the curriculum. We realised that the integration of picturebooks into the classroom curriculum was thoroughly linked to the figure of the mediating teacher and their ability to mediate. Due to the impossibility of applying the total project, we came up with brochures which propose activities appropriate for each of the picture books selected, which can be used as some kind of guide by English teachers in the 1st Cycle of Basic Education.
Description
Keywords
Ensino-aprendizagem de inglês para crianças Álbuns ilustrados (picturebooks) Educação para a cidadania Motivação