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Authors
Advisor(s)
Abstract(s)
O conhecimento ecológico revela-se cada vez mais importante nos dias de hoje, dado que permite compreender o modo como a natureza funciona e a gravidade da ação humana associada à sua destruição. A Ecologia contempla conceitos com um grau muito diferente de complexidade, pelo que existem dúvidas acerca da sua lecionação em contexto do 1.º ciclo do ensino básico. Desta forma, o presente estudo teve como principal finalidade avaliar a possibilidade de compreensão de conceitos ecológicos em crianças do 4.º ano de escolaridade, recorrendo a obras de literatura para a infância, exploradas através da dinâmica de Círculos de Leitura. O presente estudo desenvolveu-se num paradigma analítico-crítico através de um projeto de intervenção que seguiu a metodologia de investigação-ação. Teve como principais objetivos: (i) propor estratégias de exploração de obras com teor ecológico, promovendo a integração língua/ciências naturais; (ii) potenciar o uso de textos literários para promover formas diferenciadas de definir conceitos ecológicos; (iii) verificar se o uso da literatura contribui para a compreensão efetiva desses conceitos e (iv) verificar se o uso da literatura contribui para a promoção de valores associados à preservação da natureza.
A recolha de dados foi realizada através de um questionário administrado em dois momentos distintos, antes e depois da implementação do projeto. Na qualidade de observadora participante, a autora deste estudo recorreu a notas de campo que procuraram um registo sistemático do processo. Da análise dos dados, emergiu a convicção de que a exploração de obras literárias adequadas a cada faixa etária em dinâmica de Círculos de Leitura, é potenciadora de enriquecimento de vocabulário e da criação de sentido dos significados dos conceitos desenvolvidos pelas narrativas. Os resultados da avaliação realizada demonstraram que os objetivos propostos foram atingidos e que se confirmou ser possível a abordagem do conhecimento ecológico desde o 1.º Ciclo do Ensino Básico, embora a compreensão manifestada pelos alunos dos vários conceitos abordados não tivesse sido semelhante.
ABSTRACT The ecological knowledge plays an increasingly important role in today’s society, since it allows us to understand how nature works and how severe the human action is when related to its destruction. Ecology comprehends concepts with different levels of complexity, what has raised doubts about including its teaching in the primary school curriculum. Therefore, this study’s main objective is to evaluate the possibility of understanding ecological concepts by children in the 4th grade of primary school, using children’s literature explored in a Reading Circles dynamic. This study was developed in an analytical and critical paradigm via an interventional project in compliance with the action research methodology. Its main objectives were: (i) to propose strategies on how to explore books with ecological content, promoting the language/natural sciences integration; (ii) to enhance the use of literary texts as an approach to different ways to define ecological concepts; (iii) to verify if the use of literature foments effective understanding of these concepts and (iv) verify if the use of literature contributes to the promotion of values associated with nature preservation. The data collection was processed via a questionnaire undertaken in two separate moments, before and after the project implementation. As a participant observer, the author of this study used notes that pursued a systematic registering of the process. The data analysis reinforced the conviction that the exploration of age appropriate children´s literature in a Reading Circles dynamic is a promoter of vocabulary improvement and a driver for the perception of the meaning of the concepts explored by the narratives. The results of the conducted evaluation not only illustrate that the objectives proposed were achieved but also that it is possible to approach the ecological knowledge from the primary school education, although the students revealed different understandings of the different concepts approached.
ABSTRACT The ecological knowledge plays an increasingly important role in today’s society, since it allows us to understand how nature works and how severe the human action is when related to its destruction. Ecology comprehends concepts with different levels of complexity, what has raised doubts about including its teaching in the primary school curriculum. Therefore, this study’s main objective is to evaluate the possibility of understanding ecological concepts by children in the 4th grade of primary school, using children’s literature explored in a Reading Circles dynamic. This study was developed in an analytical and critical paradigm via an interventional project in compliance with the action research methodology. Its main objectives were: (i) to propose strategies on how to explore books with ecological content, promoting the language/natural sciences integration; (ii) to enhance the use of literary texts as an approach to different ways to define ecological concepts; (iii) to verify if the use of literature foments effective understanding of these concepts and (iv) verify if the use of literature contributes to the promotion of values associated with nature preservation. The data collection was processed via a questionnaire undertaken in two separate moments, before and after the project implementation. As a participant observer, the author of this study used notes that pursued a systematic registering of the process. The data analysis reinforced the conviction that the exploration of age appropriate children´s literature in a Reading Circles dynamic is a promoter of vocabulary improvement and a driver for the perception of the meaning of the concepts explored by the narratives. The results of the conducted evaluation not only illustrate that the objectives proposed were achieved but also that it is possible to approach the ecological knowledge from the primary school education, although the students revealed different understandings of the different concepts approached.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Didáticas Integradas
Keywords
Literatura para a infância 1.º ciclo do ensino básico Círculos de leitura Didática Integrada Ecologia Ecology Children's literature Reading circles Science Curriculum integration Primary school
Citation
Neves, S. I. S. (2019). A Ecologia através da Literatura para a Infância: um estudo com alunos do 1º Ciclo do Ensino Básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/13027
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa