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O presente relatório, referente à Unidade Curricular Prática de Ensino Supervisionada II, resulta de uma análise reflexiva, crítica e fundamentada sobre todo o processo ao longo da prática educativa que se realizou numa turma de 3.º ano do 1.º Ciclo do Ensino Básico, numa escola no concelho de Sintra.
Conforme a caracterização efetuada no período de observação, identificou-se fragilidades e potencialidades da referida turma, a partir das quais se definiu a problemática e se traçou os objetivos específicos para o plano de intervenção, tendo surgido um estudo focado nas estratégias de compreensão leitora. De forma a cumprir o referido estudo adotou-se uma metodologia baseada na investigação-ação que se desenvolve numa espiral cíclica de observação, planificação, reflexão e ação.
Neste contexto, os resultados do estudo demonstraram que o ensino explícito das estratégias de compreensão leitora contribuiu expressivamente para a melhoria do desempenho dos alunos nesta competência, em particular na compreensão inferencial, reorganização e compreensão crítica.
ABSTRACT This report, part of the Supervised Teaching Practical Course II (Unidade Curricular Prática de Ensino Supervisionada II), is the result of a well-founded reflexive and critical analysis regarding the entire process of teaching practice which took place in a 3rd grade class, in a primary school within the Sintra municipality. As per the profiling made during the observation period, weaknesses and opportunities were identified in the aforementioned class, based on which problems were defined and specific goals were established towards the intervention plan, research having been put forward which focused on reading comprehension strategies. In order to apply this research, an action research based methodology was adopted, unraveling in a cyclic spiral of observation, planning, thinking and action. Within this context, the results of the study showed that explicit teaching of reading comprehension strategies expressively contributed to an increase in student performance within this skill, particularly in inferential comprehension, reorganization and critical comprehension.
ABSTRACT This report, part of the Supervised Teaching Practical Course II (Unidade Curricular Prática de Ensino Supervisionada II), is the result of a well-founded reflexive and critical analysis regarding the entire process of teaching practice which took place in a 3rd grade class, in a primary school within the Sintra municipality. As per the profiling made during the observation period, weaknesses and opportunities were identified in the aforementioned class, based on which problems were defined and specific goals were established towards the intervention plan, research having been put forward which focused on reading comprehension strategies. In order to apply this research, an action research based methodology was adopted, unraveling in a cyclic spiral of observation, planning, thinking and action. Within this context, the results of the study showed that explicit teaching of reading comprehension strategies expressively contributed to an increase in student performance within this skill, particularly in inferential comprehension, reorganization and critical comprehension.
Descrição
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclos do Ensino Básico
Palavras-chave
Compreensão leitora Ensino explícito Leitura Avaliação Reading comprehension Explicit teaching Reading Evaluation