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Advisor(s)
Abstract(s)
No presente relatório, pretende-se caracterizar, analisar e refletir sobre o período de Prática de Ensino Supervisionada II (PES) realizada numa turma de 2.º ano do 1.º Ciclo do Ensino Básico (CEB) e numa turma de 6.º ano do 2.º CEB. Para além disso, apresentar também a investigação elaborada nesse período.
A problemática investigada surgiu no âmbito das fragilidades e necessidades dos alunos relativamente à compreensão leitora. Assim, surgiram questões na definição do paradigma, designadamente: Que perceções têm os alunos do 1.º e 2.º CEB perante a leitura? e Que estratégias implementar face às dificuldades dos alunos perante a compreensão leitora?. Considerando a leitura como o um domínio importante para a evolução do ser humano, tornou-se pertinente realizar uma investigação centrada na avaliação do uso e monitorização de estratégias de leitura na compreensão leitora.
Face ao objeto de estudo, colocou-se a seguinte questão: De que forma o uso de estratégias de leitura no 1.º e 2.º CEB contribui para a monitorização da compreensão leitora?
Com esta investigação pretendeu-se: (i) desenvolver as competências inerentes à compreensão leitora e (ii) avaliar o impacto do uso de estratégias de leitura na monitorização da compreensão.
Os resultados do estudo foram analisados e obtidos através da aplicação de um inquérito por questionário, aplicado antes e depois da intervenção, assim como nos dados obtidos através do período de intervenção, em ambos os ciclos. Analisados os dados, assumiu-se uma evolução significativa nas conceções dos alunos nas e práticas de leitura.
ABSTRACT In the present report it’s intended to characterize, analyze and reflect about the period of supervised teaching practice II held in a 2nd grade class of the 1st cycle of basic education (CBE) and in a 6th grade class from the 2nd CBE. Additionally, also present the research made in that period. The researched problematic emerged in ambit of the weaknesses and needs of the students towards reading comprehension. Therefore, questions raised on the definition of the paradigm, notably: Which perception does students of 1º and 2º CBE have towards reading? and which strategies to implement regarding the difficulties of students towards reading comprehension?. Considering reading as a fundamental domain to the evolution of the human being, it became relevant to realize a research focused on the evaluation of the use and monitoring of reading strategies on reading comprehension. Owing to the object of study the following question was submitted: In which way the use of reading strategies in 1.º e 2.º CBE contribute to the monitoring of the reading comprehension? With this research it was intended (i) develop reading comprehension inherent skills; (ii) evaluate the impact of the use of reading strategies on the comprehension monitoring and (iii) develop the reading comprehension through reading strategies. The results were analyzed based on the obtained data through the application of a survey questionnaire, applied before and after intervention, as well as in the data obtained through the intervention period, in both cycles. Analyzing the data it was assumed a significant evolution in students conceptions and reading practices.
ABSTRACT In the present report it’s intended to characterize, analyze and reflect about the period of supervised teaching practice II held in a 2nd grade class of the 1st cycle of basic education (CBE) and in a 6th grade class from the 2nd CBE. Additionally, also present the research made in that period. The researched problematic emerged in ambit of the weaknesses and needs of the students towards reading comprehension. Therefore, questions raised on the definition of the paradigm, notably: Which perception does students of 1º and 2º CBE have towards reading? and which strategies to implement regarding the difficulties of students towards reading comprehension?. Considering reading as a fundamental domain to the evolution of the human being, it became relevant to realize a research focused on the evaluation of the use and monitoring of reading strategies on reading comprehension. Owing to the object of study the following question was submitted: In which way the use of reading strategies in 1.º e 2.º CBE contribute to the monitoring of the reading comprehension? With this research it was intended (i) develop reading comprehension inherent skills; (ii) evaluate the impact of the use of reading strategies on the comprehension monitoring and (iii) develop the reading comprehension through reading strategies. The results were analyzed based on the obtained data through the application of a survey questionnaire, applied before and after intervention, as well as in the data obtained through the intervention period, in both cycles. Analyzing the data it was assumed a significant evolution in students conceptions and reading practices.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Leitura Compreensão na leitura Estratégias de leitura Monitorização Reading Reading comprehension Reading strategies Monitoring
Citation
Santos, C. M. C. (2018). Estratégias de leitura contributo para a monitorização da compreensão leitora no 1.º e 2.º ciclo do ensino básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9697