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Compreensão da leitura numa turma de 3.º ano do 1.º CEB
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Abstract(s)
A presente investigação insere-se no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2º Ciclo do Ensino Básico e centra-se no desenvolvimento da compreensão da leitura, competência essencial no percurso escolar e na formação integral dos alunos. O estudo tem como objetivo analisar o impacto de uma intervenção pedagógica implementada numa turma do 3.º ano de escolaridade, que envolveu a aplicação de recursos educativos desenvolvidos pelo Plano Nacional de Leitura (LOSA II). Pretendeu-se compreender de que modo estes recursos contribuem para a melhoria das competências de leitura dos alunos, promovendo a mobilização de conhecimentos
prévios, a inferência, a interpretação crítica e a construção de sentidos. A investigação seguiu uma metodologia de natureza qualitativa, com recurso a gravações de aula, aplicação de dois testes (antes e depois da intervenção) e entrevista semiestruturada à professora cooperante e a um grupo de alunos. Os resultados revelaram uma evolução positiva no desempenho global da turma ao nível da compreensão da leitura. As perceções dos alunos e da professora cooperante relativamente aos recursos aplicados evidenciaram uma valorização das atividades propostas, destacando-se o papel das pistas, do trabalho em grupo e da clareza das instruções como facilitadores da compreensão leitora. Conclui-se que as atividades de pré-leitura, leitura e pós-leitura, quando
articuladas e adaptadas ao perfil dos alunos, potenciam a compreensão da leitura e promovem aprendizagens mais significativas e autónomas. O estudo confirma, ainda, a importância de práticas de ensino reflexivas, diferenciadas e mediadas, que respeitem o
desenvolvimento dos alunos e valorizem o prazer de ler como motor da aprendizagem.
This research is part of the Supervised Teaching Practice within the Master's Degree in Teaching in the 1st Cycle of Basic Education and in Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. It focuses on the development of reading comprehension, an essential skill in students’ academic journey and overall education. The study aims to analyse the impact of a pedagogical intervention implemented in a 3rd-year class, involving the use of educational resources developed by the National Reading Plan (LOSA II). The objective was to understand how these resources contribute to the improvement of students’ reading skills, by promoting the activation of prior knowledge, inference, critical interpretation, and the construction of meaning. The research followed a qualitative methodology, using classroom recordings, the application of two reading comprehension tests (before and after the intervention), and a semi-structured interview with the cooperating teacher and a group of students. The results revealed a positive evolution in the class's overall performance in reading comprehension. The perceptions of the students and the cooperating teacher regarding the applied resources showed an appreciation of the proposed activities, highlighting the role of cues, group work, and the clarity of instructions as facilitators of reading comprehension. It was concluded that pre-reading, reading, and post-reading activities, when articulated and adapted to the students' profiles, enhance reading comprehension and promote more meaningful and autonomous learning. The study also confirms the importance of reflective, differentiated, and mediated teaching practices that respect students’ developmental stages and value the pleasure of reading as a driving force for learning.
This research is part of the Supervised Teaching Practice within the Master's Degree in Teaching in the 1st Cycle of Basic Education and in Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. It focuses on the development of reading comprehension, an essential skill in students’ academic journey and overall education. The study aims to analyse the impact of a pedagogical intervention implemented in a 3rd-year class, involving the use of educational resources developed by the National Reading Plan (LOSA II). The objective was to understand how these resources contribute to the improvement of students’ reading skills, by promoting the activation of prior knowledge, inference, critical interpretation, and the construction of meaning. The research followed a qualitative methodology, using classroom recordings, the application of two reading comprehension tests (before and after the intervention), and a semi-structured interview with the cooperating teacher and a group of students. The results revealed a positive evolution in the class's overall performance in reading comprehension. The perceptions of the students and the cooperating teacher regarding the applied resources showed an appreciation of the proposed activities, highlighting the role of cues, group work, and the clarity of instructions as facilitators of reading comprehension. It was concluded that pre-reading, reading, and post-reading activities, when articulated and adapted to the students' profiles, enhance reading comprehension and promote more meaningful and autonomous learning. The study also confirms the importance of reflective, differentiated, and mediated teaching practices that respect students’ developmental stages and value the pleasure of reading as a driving force for learning.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Didática do português Compreensão da leitura Estratégias de leitura 1.º Ciclo do ensino básico Portuguese language didactics Reading comprehension Reading strategies 1st Cycle of basic education
Pedagogical Context
Citation
Salgado, M. L. (2025). Compreensão da leitura numa turma de 3.º ano do 1.º CEB [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22220