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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, pertencente ao plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico.
Nos últimos anos, tem havido uma preocupação crescente em desenvolver nos alunos atitudes de aceitação da diferença que levem à inclusão de todos. Na sociedade atual, a luta pelo fim da discriminação e do preconceito ganha notoriedade, sendo pertinente e necessário tratar o tema da inclusão junto das crianças. A literatura para a infância é um recurso privilegiado para o desenvolvimento de várias competências, e é o tema da presente investigação, com a designação: A literatura para a infância como promotora de atitudes inclusivas no 1.º ano do 1.º CEB. Neste estudo, pretendia-se apresentar e explorar obras literárias que abordassem questões como as diferenças físicas, culturais, a dificuldade de algumas crianças em fazer amigos, entre outros, com o objetivo de desenvolver nos alunos atitudes inclusivas baseadas na construção de valores e crenças típicos de uma sociedade inclusiva.
Para levar a cabo a presente Investigação-Ação, foi aplicada uma entrevista semiestruturada em dois momentos diferentes: antes da exploração das obras de literatura para a infância e depois da intervenção. Como tal, foi possível verificar as aprendizagens adquiridas após a exploração das obras através da análise comparativa entre os dados recolhidos na primeira entrevista e na segunda.
Os resultados obtidos demonstram uma relação positiva entre a literatura para a infância e a promoção de atitudes inclusivas, sendo que no final do estudo os alunos adquiriram conhecimentos relativamente ao conceito de inclusão, relativamente à necessidade de compreender aqueles que os rodeiam e as estratégias a utilizar com crianças excluídas em contexto escolar.
Abstract This report was written within the scope of the Supervised Teaching Practice II Curricular Unit, which belongs to the study plan of the Masters in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. In recent years, there has been a growing concern to nurture in students a shift in attitude towards difference with the purpose of reaching inclusion for all. In the society of today the fight against discrimination and prejudice is gaining significance, being relevant and necessary to address the topic of inclusion at an early age. Children’s literature is a privileged resource for developing various competences in children, and is the subject of this research entitled: Children's literature as a promoter of inclusive attitudes in the 1st year of primary school. The aim of this research was to raise in students an inclusive attitude towards difference based on nurturing values and beliefs typical of an inclusive society by introducing and exploring various literary works which address questions related with physical and cultural differences, difficulties some children have in making new friends, among other concerns on the issue of diversity. To conduct this Action-Research, I applied a semi-structured interview at two separate times: before the discussion on the selected literary works and after my intervention. Consequently, it was possible to verify the competences acquired after exploring the literary works through a comparative analysis between the data collected on the first interview and the second one. The results obtained show a positive relationship between children’s literature and the promotion of inclusive attitudes, with students showing, at the end of the study, acquired knowledge regarding the notion of inclusion, the need for understanding those around them and the strategies to be used with excluded children in the school environment.
Abstract This report was written within the scope of the Supervised Teaching Practice II Curricular Unit, which belongs to the study plan of the Masters in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. In recent years, there has been a growing concern to nurture in students a shift in attitude towards difference with the purpose of reaching inclusion for all. In the society of today the fight against discrimination and prejudice is gaining significance, being relevant and necessary to address the topic of inclusion at an early age. Children’s literature is a privileged resource for developing various competences in children, and is the subject of this research entitled: Children's literature as a promoter of inclusive attitudes in the 1st year of primary school. The aim of this research was to raise in students an inclusive attitude towards difference based on nurturing values and beliefs typical of an inclusive society by introducing and exploring various literary works which address questions related with physical and cultural differences, difficulties some children have in making new friends, among other concerns on the issue of diversity. To conduct this Action-Research, I applied a semi-structured interview at two separate times: before the discussion on the selected literary works and after my intervention. Consequently, it was possible to verify the competences acquired after exploring the literary works through a comparative analysis between the data collected on the first interview and the second one. The results obtained show a positive relationship between children’s literature and the promotion of inclusive attitudes, with students showing, at the end of the study, acquired knowledge regarding the notion of inclusion, the need for understanding those around them and the strategies to be used with excluded children in the school environment.
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
1.º CEB Inclusão Literatura para a infância. Primary grade Inclusion Children's literature
Citation
Gomes, A. C. B. (2022). A literatura para a infância como promotora de atitudes inclusivas no 1.º ano do 1.º CEB (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15682