| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.14 MB | Adobe PDF |
Advisor(s)
Abstract(s)
No âmbito da Unidade Curricular (UC) Prática de Ensino Supervisionada II
(PES II) foi proposta a elaboração do presente Relatório Final (RF).
O RF encontra-se estruturado em duas partes. Na primeira parte, apresentarse-
á a intervenção pedagógica realizada no 1.º e no 2.º Ciclos do Ensino Básico.
Seguidamente, será apresentada uma análise crítica referente à prática ocorrida em
ambos os contextos. No 1.º Ciclo do Ensino Básico (CEB) a intervenção ocorreu
numa turma do 4.º de escolaridade numa instituição privada e no 2.º CEB ocorreu em
duas turmas do 5.º ano de escolaridade, numa instituição pública.
A segunda parte do RF inclui uma dimensão investigativa, sendo que se
pretende avaliar se a implementação de ateliês de escrita criativa pode contribuir para
o desenvolvimento da competência textual de uma turma do 4.º ano, nomeadamente,
no âmbito da competência narrativa.
Sendo a competência escrita essencial na vida de qualquer ser humano, dada
a Sociedade do Conhecimento em que se vive é crucial desenvolver nos alunos um
conjunto de competências de escrita que permitam que se torne num indivíduo culto e
com um papel ativo na sociedade. Como tal, considerou-se interessante investigar se
a implementação de ateliês de escrita criativa seria uma boa estratégia para o
desenvolvimento da competência textual narrativa, pois, geralmente, é a mais
trabalhada com os alunos. Dessa forma, começou por se fazer uma recolha inicial, a
partir de uma instrução dada. Analisaram-se essas produções, tendo-se identificado
alguns problemas, sobretudo no que se refere à extensão das mesmas.
Posteriormente, implementaram-se três ateliês de escrita criativa, sendo que em cada
um deles foram apresentadas propostas de escrita consideradas interessantes e
desafiantes para o público em causa. Mais tarde, fez-se uma recolha final, sendo a
instrução igual à da recolha inicial.
Para se analisarem os dados recolhidos recorreu-se à construção de grelhas e
gráficos que permitiram concluir que a implementação de ateliês de escrita criativa
melhoraram a qualidade das narrativas de aventuras do 4.º ano na maioria dos
indicadores definidos.
ABSTRACT This final report was proposed within the scope of the Curricular Unit Supervised Teaching Practise II. It is structured in two parts. In the first part, we will present the pedagogical intervention carried out in the 1st and 2nd Basic Education Cycle. Then, a critical analysis will be presented regarding the practise that occurred in both contexts. In the 1st Basic Education Cycle the intervention occurred in a 4th grade class in a private institution and in the 2nd Basic Education Cycle occurred in two 5th grade classes, in a public institution. The second part of the final report includes an investigative property and is intended to evaluate if the implementation of creative writing workshops can contribute to the development of textual competence in students of a fourth-grade class, specifically, narrative competence. Considering that written competence is essential in the life of any human being, given the Knowledge-based Society in which we live, it is crucial to develop in students a set of writing skills that allow them to become educated individuals with an active role in society. As such, we considered it interesting to investigate whether the implementation of creative writing workshops would be a good strategy for the development of textual narrative competence, since this competence is usually the most trained and developed with students. In this way, an initial survey initiated, beginning with a specific given instruction. These developments were analysed, and some problems were identified, namely in respect to their extension. Subsequently, three creative writing workshops were implemented, each of which presented writing proposals considered interesting and challenging for the target audience. Later, a final survey was made, using the same instruction given initially. In order to analyse the collected data, we created graphs and chats that allowed us to conclude that the implementation of creative writing workshops improved the quality of the narratives of 4th graders in most of the evaluated indicators.
ABSTRACT This final report was proposed within the scope of the Curricular Unit Supervised Teaching Practise II. It is structured in two parts. In the first part, we will present the pedagogical intervention carried out in the 1st and 2nd Basic Education Cycle. Then, a critical analysis will be presented regarding the practise that occurred in both contexts. In the 1st Basic Education Cycle the intervention occurred in a 4th grade class in a private institution and in the 2nd Basic Education Cycle occurred in two 5th grade classes, in a public institution. The second part of the final report includes an investigative property and is intended to evaluate if the implementation of creative writing workshops can contribute to the development of textual competence in students of a fourth-grade class, specifically, narrative competence. Considering that written competence is essential in the life of any human being, given the Knowledge-based Society in which we live, it is crucial to develop in students a set of writing skills that allow them to become educated individuals with an active role in society. As such, we considered it interesting to investigate whether the implementation of creative writing workshops would be a good strategy for the development of textual narrative competence, since this competence is usually the most trained and developed with students. In this way, an initial survey initiated, beginning with a specific given instruction. These developments were analysed, and some problems were identified, namely in respect to their extension. Subsequently, three creative writing workshops were implemented, each of which presented writing proposals considered interesting and challenging for the target audience. Later, a final survey was made, using the same instruction given initially. In order to analyse the collected data, we created graphs and chats that allowed us to conclude that the implementation of creative writing workshops improved the quality of the narratives of 4th graders in most of the evaluated indicators.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e
apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre
em Ensino do 1.º Ciclo do Ensino Básico e em Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Ateliês Escrita Criativa Narrativa de aventuras Competência textual. Ateliers Creative writing Adventure narrative Text competence
Pedagogical Context
Citation
Rodrigues, A. F. A. (2019). Uma aventura: um projeto de escrito implementado no 4.º ano de escolaridade (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10952
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa