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Abstract(s)
O ensino da Gramática do Português tem sido palco de inúmeros estudos de âmbito nacional e internacional e de discussões das mais variadas naturezas. Contudo, pouca voz se tem dado aos alunos a respeito do que pensam e das dificuldades que sentem neste domínio da sua língua materna.
Desta forma, considerou-se pertinente desenvolver um estudo empírico junto de trinta e um alunos do 2.º Ciclo do Ensino Básico de uma escola localizada no concelho de Almada (área metropolitana de Lisboa). Para tal, foram combinados procedimentos próprios do paradigma positivista (inquérito por questionário e análise estatística) e do paradigma interpretativo (focus group e análise de conteúdo).
Com esta investigação pretendeu-se conhecer e caracterizar as conceções dos alunos sobre a Gramática e os seus processos de ensino e aprendizagem. Os seguintes objetivos gerais guiaram todo o estudo: (i) conhecer as conceções dos alunos de 2.º Ciclo do Ensino Básico sobre o ensino e a aprendizagem da Gramática do Português; (ii) relacionar as suas conceções com os desempenhos que apresentam: (iii) caracterizar, de acordo com as experiências dos alunos, as diferentes metodologias adotadas pelos docentes no ensino dos conhecimentos gramaticais e relacioná-las com as conceções e com os desempenhos académicos dos alunos.
Os resultados obtidos confirmam que os docentes de Português recorrem, de uma forma global, a estratégias de ensino dedutivas/transmissivas no ensino de conteúdos gramaticais. Os alunos apresentam resultados pouco animadores em exercícios que convocavam a mobilização da terminologia gramatical. Alguns destes apresentam também pouco interesse pela competência em estudo, reconhecendo, todavia, a importância da aprendizagem da Gramática e a articulação entre esta e os restantes domínios do Português, especialmente no da Leitura e no da Escrita.
Os resultados evidenciam, igualmente, que os alunos conferem um maior valor à importância que atribuem à Gramática do que ao gosto que sentem por esta competência. Muitos alunos indicam, igualmente, que o trabalho de conteúdos gramaticais aparece isolado, aquando do trabalho em sala de aula, das outras componentes da sua língua materna.
ABSTRACT The teaching of Portuguese Grammar has been subject to multiple national and international research and debates of the most diversified nature. However, it has been given few importance to the students concerning to their opinions and hardships that they face in this domain of their Mother Tongue. Therefore, it was considered convenient to develop an empirical study with tirthy one students from Middle School, from a school located in Almada (Lisbon Metropolitan Area). As that, procedures both specific from the positivist paradigm (questionary surveys and statistical analysis), and from the explanatory paradigm (focus group and statistical analysis) have been combined in this study. This research has the goal to acknowledge and characterize the students’ Grammatical notions, as well theirs teaching and learning process. The following general goals guided this study: (i) to acknowledge the Middle School students’ notions on teaching and learning Portuguese Grammar; (ii) to relate their conceptions with the manifested performance: (iii) to characterize, accordingly to the students' experiences, the various methods adopted by the docents while communicating grammatical knowledge, and relate them with the conceptions and academic performance of the students. The obtained results confirm that the Portuguese docents use as utility, in a global way, to deductive/transmissive teaching strategies while teaching grammar contents. The students present not very uplifting results in exercises that required the mobilization of grammar terminology. Some of them also presented lack of interest by this competence, recognizing, however, the importance of Grammar teaching and the articulation between that and the other domains of Portuguese Language, specially reading and writing. The results highlight, as well, that the students give more value to the importance they accredit to Grammar than to the motivation they feel to study this competence. Many of them point out, as well, that the classwork including grammar contents is presented isolated from the other components of their Mother Tongue.
ABSTRACT The teaching of Portuguese Grammar has been subject to multiple national and international research and debates of the most diversified nature. However, it has been given few importance to the students concerning to their opinions and hardships that they face in this domain of their Mother Tongue. Therefore, it was considered convenient to develop an empirical study with tirthy one students from Middle School, from a school located in Almada (Lisbon Metropolitan Area). As that, procedures both specific from the positivist paradigm (questionary surveys and statistical analysis), and from the explanatory paradigm (focus group and statistical analysis) have been combined in this study. This research has the goal to acknowledge and characterize the students’ Grammatical notions, as well theirs teaching and learning process. The following general goals guided this study: (i) to acknowledge the Middle School students’ notions on teaching and learning Portuguese Grammar; (ii) to relate their conceptions with the manifested performance: (iii) to characterize, accordingly to the students' experiences, the various methods adopted by the docents while communicating grammatical knowledge, and relate them with the conceptions and academic performance of the students. The obtained results confirm that the Portuguese docents use as utility, in a global way, to deductive/transmissive teaching strategies while teaching grammar contents. The students present not very uplifting results in exercises that required the mobilization of grammar terminology. Some of them also presented lack of interest by this competence, recognizing, however, the importance of Grammar teaching and the articulation between that and the other domains of Portuguese Language, specially reading and writing. The results highlight, as well, that the students give more value to the importance they accredit to Grammar than to the motivation they feel to study this competence. Many of them point out, as well, that the classwork including grammar contents is presented isolated from the other components of their Mother Tongue.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Didática da Língua Portuguesa no 1.º e 2.º ciclo do Ensino Básico
Keywords
Didática do Português Gramática Conceções dos alunos 2.º ciclo do ensino básico. Portuguese didactics Grammar Students conceptions Primary school
Citation
Rato, V. J. E. (2021). As conceções de alunos do 2.º ciclo do ensino básico sobre o ensino e a aprendizagem da gramática do português (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14580