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Advisor(s)
Abstract(s)
O presente relatório encontra-se dividido em duas partes – uma primeira, que descreve e analisa as práticas decorrentes da Prática de Ensino Supervisionada II, e uma segunda, na qual se apresenta o estudo empírico desenvolvido na valência de 1.º CEB. O estudo surgiu a partir da observação realizada em contexto, da qual resultou a sinalização de fragilidades e potencialidades que conduziu à definição de um plano de ação. A partir deste, realizou-se um estudo subordinado ao tema Ensino Reflexivo da Gramática no 1.º CEB, enquadrado no projeto de investigação Abordagem Indutiva e Reflexiva da Gramática: Percursos de Investigação, Formação e Intervenção (G-LAB) (PI&CA2021). Este estudo assenta nos princípios metodológicos de uma investigação-ação, sustentados por um paradigma interpretativo e assume uma natureza qualitativa. As técnicas, procedimentos e instrumentos de recolha de dados foram a observação participante, a pesquisa e análise documental, as notas de campo, as grelhas de observação e o laboratório gramatical. O estudo contou com uma fase inicial de recolha de dados, a implementação de uma sequência didática e uma recolha final de dados. Definiu-se, como objetivos gerais, (i) Caracterizar a grafia das formas verbais com e sem pronominalização (gosta-se/gostasse); (ii) Aferir o nível de mobilização do conhecimento gramatical construído para situações escritas; e (iii) Compreender de que forma a utilização de percursos reflexivos e indutivos influencia a proficiência escrita dos alunos. Com este estudo, apuraram-se os seguintes resultados: (i) as formas verbais pronominalizadas com pronome reflexivo -se e as formas verbais no pretérito imperfeito do conjuntivo são objeto frequente de desvios linguísticos, ortográficos; (ii) a mobilização do conhecimento gramatical para outras competências da língua é pouco consistente, quando realizada de forma autónoma, sem explicitação prévia por parte do professor; (iii) o ensino reflexivo da gramática prova-se eficaz, sendo, todavia, importante um trabalho precoce e contínuo assente neste paradigma.
ABSTRACT This report is divided in two main parts – the first one, that describes and analyzes the practices that took place in a context of supervised teaching practice, and a second one, in which it is presented the empirical study developed in 1st cycle context. This study arises in context observation, from which emerged weaknesses and potentialities that led to the definition of an action plan. From this action plan, a study based on the theme Reflexive Grammar Teaching in the 1st cycle was carried out, framed within the research project Inductive and reflective approach to grammar: Research, training, and intervention pathways (G-Lab) (PI&CA2021). This study relies on the methodological principles of an action-research path, underlay by an interpretive paradigm, and assuming a qualitative nature. For data collection there were used techniques, procedures, and instruments such as direct observation, document analysis, field notes, observation grids and grammar labs. This study featured an initial phase of data collect, the implementation of a didactic sequence and a final data collection. There were set, as general objectives, (i) Characterize the spelling of verbal forms with and without pronominalization; (ii) Assess the mobilization level of grammatical knowledge built for written situations; (iii) Understanding how the use of reflexive and inductive paths influences students' written proficiency. With this study, the following results were ascertain: (i) pronominalized verbal forms with reflexive pronouns and verbal forms in the imperfect past of the conjunctive are frequent object of linguistic and orthographic deviations; (ii) the mobilization of grammatical knowledge to other language skills is inconsistent, when performed autonomously, without prior explanation by the teacher; (iii) the reflective teaching of grammar proves to be effective, but it is important to perform this work, based on this paradigm, precociously and continuously.
ABSTRACT This report is divided in two main parts – the first one, that describes and analyzes the practices that took place in a context of supervised teaching practice, and a second one, in which it is presented the empirical study developed in 1st cycle context. This study arises in context observation, from which emerged weaknesses and potentialities that led to the definition of an action plan. From this action plan, a study based on the theme Reflexive Grammar Teaching in the 1st cycle was carried out, framed within the research project Inductive and reflective approach to grammar: Research, training, and intervention pathways (G-Lab) (PI&CA2021). This study relies on the methodological principles of an action-research path, underlay by an interpretive paradigm, and assuming a qualitative nature. For data collection there were used techniques, procedures, and instruments such as direct observation, document analysis, field notes, observation grids and grammar labs. This study featured an initial phase of data collect, the implementation of a didactic sequence and a final data collection. There were set, as general objectives, (i) Characterize the spelling of verbal forms with and without pronominalization; (ii) Assess the mobilization level of grammatical knowledge built for written situations; (iii) Understanding how the use of reflexive and inductive paths influences students' written proficiency. With this study, the following results were ascertain: (i) pronominalized verbal forms with reflexive pronouns and verbal forms in the imperfect past of the conjunctive are frequent object of linguistic and orthographic deviations; (ii) the mobilization of grammatical knowledge to other language skills is inconsistent, when performed autonomously, without prior explanation by the teacher; (iii) the reflective teaching of grammar proves to be effective, but it is important to perform this work, based on this paradigm, precociously and continuously.
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
Gramática Ensino Reflexivo Pronominalização Desvios linguísticos Proficiência escrita Grammar Reflexive teaching Pronominalization Linguistic deviations Written proficiency
Citation
Ferreira, S. F. O. (2022). Ensino reflexivo da gramática no 1.º Ciclo do Ensino Básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15859