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Advisor(s)
Abstract(s)
O presente relatório foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada II, do mestrado profissionalizante em Ensino no 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º CEB. O relatório encontra-se dividido em duas partes, nomeadamente, (i) descrição da prática pedagógica realizada no 1.º e no 2.º CEB e, posteriormente, análise crítica da prática ocorrida em ambos os ciclos; (ii) apresentação e desenvolvimento do estudo realizado com uma turma de 4.º ano do 1.º CEB. A investigação tem como tema O Laboratório Gramatical como metodologia para o desenvolvimento do conhecimento explícito da língua: o caso da aplicação das formas átonas do pronome pessoal, tendo sido definido a partir de uma fragilidade identificada na turma. Assim, o principal objetivo do estudo consiste em verificar qual o contributo do Laboratório Gramatical para o desenvolvimento da capacidade da aplicação das formas átonas do pronome pessoal. Uma das dificuldades associadas ao processo de ensino e aprendizagem da gramática consiste na utilização de metodologias de caráter dedutivo e transmissivo, pouco adequadas para promover o conhecimento gramatical. Assim justifica-se a pertinência do estudo, que se caracteriza como sendo uma investigação-ação, de caráter essencialmente qualitativo. Não obstante, recorreu-se também a uma metodologia quantitativa. Para a concretização da presente investigação, foi realizado um Plano de Ação, tendo-se primeiramente efetuado a avaliação diagnóstica dos alunos e, posteriormente, recorreu-se ao Laboratório Gramatical, como recurso para o desenvolvimento da consciência linguística dos alunos, nomeadamente, no que diz respeito à utilização das formas átonas do pronome pessoal. Os resultados mostram que esta metodologia pode contribuir para um trabalho efetivo que ajuda a ultrapassar as dificuldades nesta área, dado que os alunos mostram um melhor desempenho depois de realizarem os Laboratórios Gramaticais. Ainda assim, foi também possível verificar que os alunos apresentam uma maior dificuldade em aplicar o pronome pessoal átono adequado quando este desempenha a função sintática de complemento indireto.
ABSTRACT This report was developed within the scope of the course subject “Supervised Teaching Practice II”, part of the professionalizing Master’s degree in Education for Elementary School and Mathematics and Natural Sciences for Middle School1. The report is divided in two parts, namely (i) the description of the teaching practice carried out in elementary and middle education, and afterwards a critical analysis of the practice that took place in both educational stages; (ii) the presentation and description of a study developed with a 4th grade class of primary education. The topic of the research is The Grammatical Laboratory as a methodology for the development of the explicit knowledge of the language: the usage of unstressed forms of personal pronouns and this subject matter was selected based on a fragility that was identified in the class. Thus, the main objective of this study is to demonstrate the contribution of the Grammatical Laboratory to the development of the ability to apply the unstressed forms of personal pronouns. One of the challenges associated with the teaching-learning process of grammar relies on the use of deductive and transmissive methodologies that are not suitable to promote grammatical knowledge. This justifies the relevance of this study, which is defined as a research-action, mainly with of qualitative nature. However, a quantitative methodology was also used. An action plan was conducted in order to carry out the present investigation. First, a diagnostic assessment of the students was performed and subsequently, the Grammatical Laboratory was used as a resource for the development of the students’ linguistic awareness, particularly when it comes to the use of unstressed forms of the personal pronoun. The results show that this methodology can contribute to an effective work, which helps to overcome the challenges in this field, since the students show a better performance after conducting the grammatical labs. It was also possible to verify that students have more difficulties in applying the appropriate unstressed pronoun when this plays a role as an indirect object complement in terms of syntactic function.
ABSTRACT This report was developed within the scope of the course subject “Supervised Teaching Practice II”, part of the professionalizing Master’s degree in Education for Elementary School and Mathematics and Natural Sciences for Middle School1. The report is divided in two parts, namely (i) the description of the teaching practice carried out in elementary and middle education, and afterwards a critical analysis of the practice that took place in both educational stages; (ii) the presentation and description of a study developed with a 4th grade class of primary education. The topic of the research is The Grammatical Laboratory as a methodology for the development of the explicit knowledge of the language: the usage of unstressed forms of personal pronouns and this subject matter was selected based on a fragility that was identified in the class. Thus, the main objective of this study is to demonstrate the contribution of the Grammatical Laboratory to the development of the ability to apply the unstressed forms of personal pronouns. One of the challenges associated with the teaching-learning process of grammar relies on the use of deductive and transmissive methodologies that are not suitable to promote grammatical knowledge. This justifies the relevance of this study, which is defined as a research-action, mainly with of qualitative nature. However, a quantitative methodology was also used. An action plan was conducted in order to carry out the present investigation. First, a diagnostic assessment of the students was performed and subsequently, the Grammatical Laboratory was used as a resource for the development of the students’ linguistic awareness, particularly when it comes to the use of unstressed forms of the personal pronoun. The results show that this methodology can contribute to an effective work, which helps to overcome the challenges in this field, since the students show a better performance after conducting the grammatical labs. It was also possible to verify that students have more difficulties in applying the appropriate unstressed pronoun when this plays a role as an indirect object complement in terms of syntactic function.
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 Matemática e Ciências Naturais
no 2.º Ciclo do Ensino Básico
Keywords
Gramática Metodologias ativas Laboratório gramatical Pronomes pessoais átonos Grammar Active methodologies Grammatical laboratory Unstressed personal pronouns
Citation
Silva, S. B. P. (2022). O Laboratório Gramatical como metodologia para desenvolvimento do conhecimento explícito da língua: o caso da aplicação das formas átonas do pronome pessoal (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15811