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Os mapas concetuais como promotores de competências de síntese de texto não-literário: Relato de uma prática numa turma do 6.º ano do 2.º Ciclo do Ensino Básico
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Abstract(s)
O presente estudo decorreu durante a Prática de Ensino Supervisionada, do 2.º ano do Mestrado em Ensino do 1.º CEB e de Português e História e Geografia de Portugal no 2.º CEB, numa turma do 6.º ano do 2.º CEB, numa Escola de um Agrupamento de Escolas do Barlavento Algarvio, no período da PES do ano letivo 2023/2024. Tendo como preocupação a aprendizagem significativa dos alunos para elaborarem sínteses escritas a partir da construção de mapas concetuais, narrando o processo de implementação e os resultados obtidos no estudo de investigação, no decurso da intervenção educativa durante a PES.
Esta investigação tem como principal objetivo compreender a pertinência dos mapas concetuais enquanto ferramentas promotoras da aprendizagem na elaboração de síntese de textos não - literários pelos alunos do 6.º ano do 2.º Ciclo do Ensino Básico. Nesta investigação, a aprendizagem mobilizada diz respeito do Domínio da Escrita, “Redigir textos de âmbito escolar (…) como o resumo” (Ministério de Educação, 2018, p.10). Como investigadora e futura professora, propus seis momentos de aprendizagem aos alunos de uma turma do 6.º ano, nos quais foram solicitados a construírem um mapa concetual a partir de uma notícia e posteriormente, teriam de elaborar uma síntese escrita, com base no mapa concetual construído.
Trata-se de um estudo de investigação de cariz qualitativo, fenomenológico e interpretativo. Os instrumentos de recolha de dados foram: os Mapas Concetuais, as sínteses, as autoavaliações realizados pelos alunos e uma reflexão realizada pela professora cooperante sobre os Mapas Concetuais como estratégia de aprendizagem e promotora de competências de síntese de textos não - literários, pelos alunos do 6.º ano.
Os resultados emergentes do presente estudo de investigação permitem concluir que os mapas concetuais constituem uma ferramenta eficaz no ensino do Português, na medida em que proporcionam aos alunos um meio de organização dos saberes de modo claro, lógico e significativo para a produção de sínteses, em especial de notícias, sobretudo quando os alunos percebem o sucesso no ato de estabelecerem relações entre os conceitos através do mapa concetual, existe motivação para a procura de novas relações e, consequentemente, podem transferir esta técnica para novas aprendizagens, até mesmo noutras disciplinas.
The present study took place during the Supervised Teaching Practice, in the 2nd year of the Master's Degree in Teaching at the 1st CEB and Portuguese and History and Geography of Portugal at the 2nd CEB, in a class from the 6th year of the 2nd. º CEB, in a School of a Group of Schools in the Barlavento Algarvio, during the PES period of the academic year 2023/2024. Concerning the significant learning of students to prepare written syntheses based on the construction of conceptual maps, narrating the implementation process and the results obtained in the research study, during the educational intervention during PES. The main objective of this investigation is to understand the relevance of concept maps as tools that promote learning in the preparation of synthesis of non-literary texts by students in the 6th year of the 2nd Cycle of Basic Education. In this investigation, the learning mobilized concerns the Writing Domain, “Writing school-related texts (…) such as the summary” (Ministry of Education, 2018, p.10). As a researcher and future teacher, I proposed six learning moments to students in a 6th year class, in which they were asked to build a conceptual map based on a piece of news and later, they would have to prepare a written synthesis, based on the constructed concept map. This is a qualitative, phenomenological and interpretative research study. The data collection instruments were: Concept Maps, syntheses, self-assessments carried out by students and a reflection carried out by the cooperating teacher on Concept Maps as a learning strategy and promoter of skills in synthesizing non-literary texts, by students of the 6th year. The results emerging from the present research study allow us to conclude that concept maps constitute an effective tool in teaching Portuguese, as they provide students with a means of organizing knowledge in a clear, logical and meaningful way for the production of syntheses, in special news, especially when students realize the success in establishing relationships between concepts through the concept map, there is motivation to search for new relationships and, consequently, they can transfer this technique to new learning, even in other subjects.
The present study took place during the Supervised Teaching Practice, in the 2nd year of the Master's Degree in Teaching at the 1st CEB and Portuguese and History and Geography of Portugal at the 2nd CEB, in a class from the 6th year of the 2nd. º CEB, in a School of a Group of Schools in the Barlavento Algarvio, during the PES period of the academic year 2023/2024. Concerning the significant learning of students to prepare written syntheses based on the construction of conceptual maps, narrating the implementation process and the results obtained in the research study, during the educational intervention during PES. The main objective of this investigation is to understand the relevance of concept maps as tools that promote learning in the preparation of synthesis of non-literary texts by students in the 6th year of the 2nd Cycle of Basic Education. In this investigation, the learning mobilized concerns the Writing Domain, “Writing school-related texts (…) such as the summary” (Ministry of Education, 2018, p.10). As a researcher and future teacher, I proposed six learning moments to students in a 6th year class, in which they were asked to build a conceptual map based on a piece of news and later, they would have to prepare a written synthesis, based on the constructed concept map. This is a qualitative, phenomenological and interpretative research study. The data collection instruments were: Concept Maps, syntheses, self-assessments carried out by students and a reflection carried out by the cooperating teacher on Concept Maps as a learning strategy and promoter of skills in synthesizing non-literary texts, by students of the 6th year. The results emerging from the present research study allow us to conclude that concept maps constitute an effective tool in teaching Portuguese, as they provide students with a means of organizing knowledge in a clear, logical and meaningful way for the production of syntheses, in special news, especially when students realize the success in establishing relationships between concepts through the concept map, there is motivation to search for new relationships and, consequently, they can transfer this technique to new learning, even in other subjects.
Description
Keywords
Aprendizagem Mapas concetuais Português Síntese Textos não - literários 2.º ciclo do ensino básico