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Advisor(s)
Abstract(s)
O storytelling é, sem dúvida, uma “old-fashioned tool” (Monarth, 2014) que tem potencial em diversas áreas profissionais. Esta ferramenta poderá apresentar-se útil no ensino de Inglês no 1º Ciclo do Ensino Básico (CEB), pela sua versatilidade e eficácia na transmissão de uma mensagem.
Com este trabalho de investigação, pretendo mostrar o potencial das categorias da narrativa como ferramenta didática na conceção da aula. Procurei, também, enquadrar o ensino de Inglês no 1º CEB e mostrar até que ponto, a narrativização da aula contribui para uma planificação, em conformidade com o que se espera hoje de uma aula de Inglês no 1º CEB.
O trabalho de investigação foi um estudo sócio-crítico com metodologias e contornos de Investigação-Ação, realizado num Agrupamento de Escolas do Grande Porto. Este estudo teve como objetivo encontrar soluções para melhorar a forma como concebia as minhas regências, ao longo da Prática de Ensino Supervisionada (PES) e responder às questões de investigação que foram inicialmente formuladas.
Os resultados obtidos apontam que o uso das categorias da narrativa têm o potencial de ser utilizadas de diferentes formas na planificação da aula, podendo ser usadas como base e ponto de partida ou podem tornar-se o cerne da aula, concebendo assim a aula em função das categorias utilizadas.
Storytelling is, without a doubt, an “old-fashioned tool” (Monarth, 2014) which has the potential to be used in several professional areas. This tool can be useful in Primary English due to its versatility and efficacy in the transmission of a message. With this research, I intend to show the potential of the narrative components as a didactic tool during the lesson´s conception. I also tried to frame Primary School teaching and show to what extent the lesson narrativization contributes to the creation of a lesson plan that meets what is expected from a Primary English lesson today. This project was a sociocritical study with methodologies and outlines of Action-Research. It was conducted in a School Grouping in the metropolitan area of Porto. The aim of this study was to find solutions to improve the way I planned my regencies during my Supervised Teaching Practice and to answer the research questions posed initially. The obtained results indicate that the use of the narrative components have the potential of being used in different ways in the lesson planning. They can be used as a base and starting point, or they can become the core of the lesson, in this case it is conceived according to the included components.
Storytelling is, without a doubt, an “old-fashioned tool” (Monarth, 2014) which has the potential to be used in several professional areas. This tool can be useful in Primary English due to its versatility and efficacy in the transmission of a message. With this research, I intend to show the potential of the narrative components as a didactic tool during the lesson´s conception. I also tried to frame Primary School teaching and show to what extent the lesson narrativization contributes to the creation of a lesson plan that meets what is expected from a Primary English lesson today. This project was a sociocritical study with methodologies and outlines of Action-Research. It was conducted in a School Grouping in the metropolitan area of Porto. The aim of this study was to find solutions to improve the way I planned my regencies during my Supervised Teaching Practice and to answer the research questions posed initially. The obtained results indicate that the use of the narrative components have the potential of being used in different ways in the lesson planning. They can be used as a base and starting point, or they can become the core of the lesson, in this case it is conceived according to the included components.
Description
Keywords
Storytelling Inglês no 1º CEB Categorias da narrativa Conceção da aula Narrativização da aula Primary English Narrative components Lesson´s conception Lesson narrativization
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação