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Orientador(es)
Resumo(s)
O presente relatório surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II (PES II), do Mestrado em Ensino 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB. O objetivo da primeira parte deste relatório final é descrever e analisar, de maneira reflexiva, o período de observação, intervenção e avaliação realizado na PES II, nos contextos do 1.º e do 2.º CEB. No 1.º CEB, a prática de ensino supervisionada decorreu numa turma de 2.º ano de escolaridade de uma instituição de ensino público, em Odivelas e, no 2.º CEB, decorreu numa turma mista de 5.º ano e 6º ano, de uma instituição de ensino público do concelho de Sesimbra. Seguidamente, o presente relatório apresenta, na segunda parte, um estudo realizado no contexto da PES II, com o intuito de investigar o contributo da interação entre pares, entre alunos nativos e PLNM, para o desenvolvimento de competências de iniciação à leitura e escrita em alunos PLNM. Identificaram-se como objetivos específicos do estudo: i) identificar que estratégias são utilizadas pelos alunos portugueses aquando da realização de tarefas de leitura e escrita em colaboração com os alunos PLNM; ii) averiguar as perceções dos alunos portugueses e PLNM relativamente às estratégias realizadas. iii) caracterizar a relação/interação entre pares desenvolvida ao longo das tarefas; iv) identificar que estratégias foram utilizadas pelos alunos PLNM na realização de tarefas individuais de leitura e escrita. Em conformidade com os objetivos supramencionados, realizou-se um estudo de caso, privilegiando-se a observação participante (com captação de áudio e imagem aquando da realização de uma sequência de atividades) e as notas de campo como técnicas de recolha de dados. O tratamento de dados foi realizado com recurso à análise dos testemunhos das crianças e análise das suas produções. O estudo desenvolvido evidenciou que a interação entre pares de alunos portugueses e PLNM constitui um recurso pedagógico potenciador de desenvolvimento de competências de leitura e escrita dos alunos PLNM. As práticas de tutoria e mediação linguística entre pares observadas promoveram a superação de dificuldades, reforçaram a motivação e facilitaram a apropriação de estratégias utilizadas inicialmente pelos colegas portugueses. Verificou-se, ainda, que estas estratégias foram posteriormente mobilizadas de forma autónoma pelos alunos PLNM em tarefas individuais, demonstrando progressos linguísticos e cognitivos e sugerindo o potencial da aprendizagem colaborativa enquanto prática inclusiva e promotora do sucesso educativo em alunos PLNM.
The present report is submitted within the scope of the curricular unit Supervised Teaching Practice II (PES II) of the Master’s Degree in Teaching for the 1st Cycle of Basic Education (CEB) and in Mathematics and Natural Sciences for the 2nd CEB. The aim of the first part of this final report is to describe and critically analyse the period of observation, intervention, and assessment carried out in PES II, in the contexts of both the 1st and 2nd CEB. In the 1st CEB, the supervised teaching practice took place in a 2nd-grade class at a public school in Odivelas; in the 2nd CEB, it was conducted in a mixed 5th- and 6th-grade class at a public school in the municipality of Sesimbra. The second part of the report presents a study conducted within the context of PES II, aimed at investigating the contribution of peer interaction—between native Portuguese-speaking students and students learning Portuguese as a non-native language (PLNM)—to the development of early reading and writing skills among PLNM students. The specific objectives of the study were to: (i) identify the strategies used by Portuguese students when performing reading and writing tasks in collaboration with PLNM students; (ii) examine the perceptions of both Portuguese and PLNM students regarding the strategies implemented; (iii) characterise the peer relationships and interactions developed throughout the tasks; and (iv) identify the strategies used by PLNM students in the completion of individual reading and writing tasks. In line with these objectives, a case study was carried out, drawing primarily on participant observation (with audio and video recordings during the activity sequence) and field notes as data-collection techniques. Data analysis involved examining the children’s accounts and their written and oral productions. The study demonstrated that interaction between Portuguese and PLNM students constitutes a pedagogical resource that enhances the reading and writing development of PLNM learners. The peer-based tutoring and linguistic mediation practices observed supported the overcoming of difficulties, reinforced motivation, and facilitated the appropriation of strategies initially used by the Portuguese students. It was also found that these strategies were later applied autonomously by PLNM students in individual tasks, revealing linguistic and cognitive progress and highlighting the potential of collaborative learning as an inclusive practice that promotes educational success among PLNM learners.
The present report is submitted within the scope of the curricular unit Supervised Teaching Practice II (PES II) of the Master’s Degree in Teaching for the 1st Cycle of Basic Education (CEB) and in Mathematics and Natural Sciences for the 2nd CEB. The aim of the first part of this final report is to describe and critically analyse the period of observation, intervention, and assessment carried out in PES II, in the contexts of both the 1st and 2nd CEB. In the 1st CEB, the supervised teaching practice took place in a 2nd-grade class at a public school in Odivelas; in the 2nd CEB, it was conducted in a mixed 5th- and 6th-grade class at a public school in the municipality of Sesimbra. The second part of the report presents a study conducted within the context of PES II, aimed at investigating the contribution of peer interaction—between native Portuguese-speaking students and students learning Portuguese as a non-native language (PLNM)—to the development of early reading and writing skills among PLNM students. The specific objectives of the study were to: (i) identify the strategies used by Portuguese students when performing reading and writing tasks in collaboration with PLNM students; (ii) examine the perceptions of both Portuguese and PLNM students regarding the strategies implemented; (iii) characterise the peer relationships and interactions developed throughout the tasks; and (iv) identify the strategies used by PLNM students in the completion of individual reading and writing tasks. In line with these objectives, a case study was carried out, drawing primarily on participant observation (with audio and video recordings during the activity sequence) and field notes as data-collection techniques. Data analysis involved examining the children’s accounts and their written and oral productions. The study demonstrated that interaction between Portuguese and PLNM students constitutes a pedagogical resource that enhances the reading and writing development of PLNM learners. The peer-based tutoring and linguistic mediation practices observed supported the overcoming of difficulties, reinforced motivation, and facilitated the appropriation of strategies initially used by the Portuguese students. It was also found that these strategies were later applied autonomously by PLNM students in individual tasks, revealing linguistic and cognitive progress and highlighting the potential of collaborative learning as an inclusive practice that promotes educational success among PLNM learners.
Descrição
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 Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Palavras-chave
Português língua não materna (PLNM) Interação entre pares Multiculturalidade Iniciação à leitura e à escrita Inclusão educativa
Contexto Educativo
Citação
Fernandes, R. L. B. (2025). Entre línguas – o contributo da interação entre pares para a iniciação da leitura e escrita em alunos PLNM [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22625