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Advisor(s)
Abstract(s)
Desde muito cedo que a criança contacta, no seu quotidiano, com a linguagem oral e a linguagem escrita, interrogando-se e desenvolvendo conhecimentos antes mesmo do ensino formal.
O presente relatório pretende apresentar o trabalho realizado com as crianças, com a equipa educativa e com as famílias, refletindo e explicitando os processos, as propostas educativas e respetivas intencionalidades, de forma a promover interesse nas crianças pela leitura e pela escrita.
Numa primeira fase, observei que o jardim de infância onde realizei o estágio dispunha de diversas oportunidades de contacto e exploração da escrita e da leitura. Neste sentido, ao observar o interesse das crianças e as oportunidades de exploração da leitura e da escrita, pareceu-me pertinente realizar uma investigação sobre a própria prática, com o objetivo de analisar e compreender as estratégias que contribuem para a emergência da leitura e da escrita. Para o efeito, procurei analisar as propostas educativas, as explorações das crianças, as rotinas e os materiais.
Assim, com a investigação pretendo analisar e refletir sobre as possibilidades de promoção da emergência da leitura e da escrita num contexto e com crianças com características próprias e distintivas. Por esta razão, com a pesquisa procurei, conforme refere Stake (2009), aprofundar conhecimento sobre as particularidades para conhecer o contexto e adequar a própria prática educativa.
Os resultados revelaram que as estratégias que incluíram contacto direto, manuseamento e exploração de materiais, utilização espontânea, autónoma e no quotidiano de diversos suportes e materiais de escrita, recurso a diálogos, contacto com livros e histórias, oportunidades de ouvir ler o que está escrito e de observar escrever o que dizem e valorização das iniciativas das crianças, contribuíram positivamente para o desenvolvimento de interesse e motivação para usar a leitura e a escrita. A pesquisa aponta para que a promoção da emergência da leitura e da escrita seja sistemática, permanente e exploratória. Neste sentido, verifiquei que propostas únicas e isoladas não se revelaram suficientes para avaliar a sua adequação e contributo para as crianças.
ABSTRACT From a very early age the child contacts, in his daily life, with oral language and written language, interrogating and developing knowledge even before formal education. This report intends to present the work performed with the children, with the educational team and with the families, reflecting and explaining the processes, the educational proposals and their respective intentions, in order to promote interest in reading and writing. As a first step, I observed that the kindergarten where I took the internship had several opportunities for contact and exploration with writing and reading. In this sense, by observing the children's interest and the opportunities to explore reading and writing, it seemed pertinent to conduct an investigation about my practice, in order to analyze and understand the strategies that contribute to the emergence of reading and writing. To that end, I tried to analyze the educational proposals, the children's explorations, the routines and the materials. In this way, with the investigation I intend to analyze and reflect about possibilities of promoting the emergence of reading and writing in a context and with children with their own distinctive characteristics. For this reason, with this research I tried, as stated by Stake (2009), to deepen knowledge about the particularities to know the context and to make my educational practice adequate. The results revealed that strategies that included direct contact, manipulation and exploitation of materials, spontaneous, autonomous and daily use of various media and writing materials, use of dialogues, contact with books and stories, opportunities to listen the reading of what is written and to observe someone writing what they say and value children's initiatives, have contributed positively to the development of interest and motivation to use reading and writing. The research points out that the promotion of the emergence of reading and writing is systematic, permanent and exploratory. In this sense, I verified that single and isolated proposals were not sufficient to assess their suitability and contribution to children.
ABSTRACT From a very early age the child contacts, in his daily life, with oral language and written language, interrogating and developing knowledge even before formal education. This report intends to present the work performed with the children, with the educational team and with the families, reflecting and explaining the processes, the educational proposals and their respective intentions, in order to promote interest in reading and writing. As a first step, I observed that the kindergarten where I took the internship had several opportunities for contact and exploration with writing and reading. In this sense, by observing the children's interest and the opportunities to explore reading and writing, it seemed pertinent to conduct an investigation about my practice, in order to analyze and understand the strategies that contribute to the emergence of reading and writing. To that end, I tried to analyze the educational proposals, the children's explorations, the routines and the materials. In this way, with the investigation I intend to analyze and reflect about possibilities of promoting the emergence of reading and writing in a context and with children with their own distinctive characteristics. For this reason, with this research I tried, as stated by Stake (2009), to deepen knowledge about the particularities to know the context and to make my educational practice adequate. The results revealed that strategies that included direct contact, manipulation and exploitation of materials, spontaneous, autonomous and daily use of various media and writing materials, use of dialogues, contact with books and stories, opportunities to listen the reading of what is written and to observe someone writing what they say and value children's initiatives, have contributed positively to the development of interest and motivation to use reading and writing. The research points out that the promotion of the emergence of reading and writing is systematic, permanent and exploratory. In this sense, I verified that single and isolated proposals were not sufficient to assess their suitability and contribution to children.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Emergência da leitura e escrita Estratégias de exploração Educação pré-escolar Leitura Escrita Reading and writing emergence Strategies of exploring Reading Writing Preschool education
Citation
Lopes, S. I. V. (2019). "Quero escrever outras coisas...um texto": A emergência da escrita em educação pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10315