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Authors
Advisor(s)
Abstract(s)
O presente trabalho pretende contribuir para o estudo de competências na área da
Língua Portuguesa, nomeadamente, ao nível da aprendizagem da leitura e da escrita.
Para isso, focámo-nos no estudo das práticas de literacia de pais (Mata, 2006),
avaliámos o nível de desenvolvimento de literacia dos seus filhos (Villas-Boas, 2001)
e aplicámos um programa de boas práticas de literacia. O principal objetivo deste
estudo foi promover boas práticas de literacia, junto de um grupo de alunos do 1.º ano
e suas famílias, numa escola inserida num Território Educativo de Intervenção
Prioritária.
A população abrangida por este estudo foi composta por duas turmas de 1.º ano do 1.º
Ciclo do Ensino Básico. A turma do grupo experimental foi abrangida pelo programa
de boas práticas de literacia, enquadrado na disciplina de “Outras Expressões”, nas
Atividades de Enriquecimento Curricular. A planificação do programa foi definida
tendo por base objetivos concretos para aquela população e tendo em conta o projeto
Cancioneiro Infanto-Juvenil para a Língua Portuguesa, de mediação da poesia, que
serviu de base à introdução deste programa.
Inicialmente, foi aplicado um pré-teste aos alunos e um questionário aos pais, de
forma a avaliar os seus níveis de literacia e as práticas de literacia presentes na
família. Em seguida iniciou-se o programa de boas práticas, tanto com a família (em
contexto de escola) como com os alunos, com a duração de um ano letivo.
No final do ano letivo, aplicámos o pós-teste, de forma a avaliarmos os efeitos do
programa. Os resultados permitem constatar que a presença de boas práticas de
literacia em família é um fator de sucesso ao nível da aprendizagem da leitura e da
escrita.
ABSTRACT Our work intends to be a contribution to the improvement of Portuguese language learning competences namely reading and writing skills. We focused on the study of parents’ literacy practices (Mata, 2006), evaluation the level of literacy development of their children (Villas Boas, 2001) and we applied a best practices literacy program. Our main goal was to promote these best practices among a group of 1st year students and their families in a school inserted in a learning territory of priority social intervention. The population included in this study was composed by two 1st year classes (Portuguese program: Basic Education). The experimental group was been working with our literacy best practices included in the subject “Other expressions” (a subject part of improvement curriculum activities program). The program planning was defined based on specified objectives aligned with the population in question and also integrating in the poetry mediation experience of “Cancioneiro Infanto-Juvenil para a Língua Portuguesa”. Initially a quest was applied to students and parents as well as a base of families’ literacy level and its practices evaluation. Following we initiated a best practices program with families and in classroom during an year. A final quest was performed in school year end to evaluate the progresses acquired. Our results can identified clear progresses in the use of best practices and their consequences in learning and writing performances among students.
ABSTRACT Our work intends to be a contribution to the improvement of Portuguese language learning competences namely reading and writing skills. We focused on the study of parents’ literacy practices (Mata, 2006), evaluation the level of literacy development of their children (Villas Boas, 2001) and we applied a best practices literacy program. Our main goal was to promote these best practices among a group of 1st year students and their families in a school inserted in a learning territory of priority social intervention. The population included in this study was composed by two 1st year classes (Portuguese program: Basic Education). The experimental group was been working with our literacy best practices included in the subject “Other expressions” (a subject part of improvement curriculum activities program). The program planning was defined based on specified objectives aligned with the population in question and also integrating in the poetry mediation experience of “Cancioneiro Infanto-Juvenil para a Língua Portuguesa”. Initially a quest was applied to students and parents as well as a base of families’ literacy level and its practices evaluation. Following we initiated a best practices program with families and in classroom during an year. A final quest was performed in school year end to evaluate the progresses acquired. Our results can identified clear progresses in the use of best practices and their consequences in learning and writing performances among students.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção de
grau de Mestre em Didática da Língua Portuguesa no 1.º e 2.º Ciclos do Ensino Básico
Keywords
Literacia Literacia familiar Leitura Escrita Contextos desfavorecidos Literacy Family literacy Emergent literacy Reading Writing Low income families
Citation
Alves, R. I. L. (2015). Literacia familiar: contributos para a promoção e desenvolvimento de boas práticas literácitas em contexto socio económico desfavorecido [Dissertação de mestrado] Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa, Lisboa