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Abstract(s)
O presente Relatório de Estágio, intitulado Ler doce Ler: um voo de página em página com destino à imaginação, realizado no âmbito da Unidade Curricular Prática de Ensino Supervisionada (PES), inserida no Mestrado 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, integra os conhecimentos pedagógicos, teóricos e científicos adquiridos ao longo de uma caminhada formativa desenvolvida pela mestranda no decorrer desta grande viagem.
O principal objetivo deste documento passa, assim, por refletir sobre a PES, dando conta das diversas aprendizagens realizadas, com base nos saberes teóricos que regeram a prática educativa, bem como no conhecimento dos contextos educativos onde a professora em formação desenvolveu o seu percurso, apresentando-se, igualmente, os desafios a ele associados.
Este relatório inclui, ainda, uma componente investigativa, através da qual se procurou perceber qual a relação entre as novas tecnologias e os hábitos de leitura dos alunos. Ora, na sociedade atual, têm surgido novas formas de literacia que desafiam, cada vez mais, os docentes. Assim sendo, no presente relatório, explorar-se-á a influência das novas tecnologias nas práticas de leitura dos alunos do 2.º Ciclo do Ensino Básico. Viajando da página para o ecrã, procura-se entender por que razão os alunos apresentam baixos níveis de desempenho, no que diz respeito à leitura, assim como a desmotivação dos mesmos para essa atividade. Pretende-se, por isso, ao longo destas páginas, realçar a importância dos livros para a promoção de hábitos de leitura, aliando-se o saber ler ao gostar de ler. Numa perspetiva pedagógico-didática, apresentam-se igualmente, neste documento, propostas de estratégias e práticas de promoção leitora, de forma a favorecer uma relação próxima do aluno-leitor com os livros e com a leitura literária.
This Internship Report, entitled Reading Sweet Reading: a flight from page to page towards the imagination, carried out within the scope of the Supervised Teaching Practice Curricular Unit (PES), included in the Master's in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, integrates the pedagogical, theoretical and scientific knowledge developed during a long formative journey developed by the master's student during this great journey. The main objective of this document is, therefore, to reflect on the Supervised Teaching Practice, giving an account of the different learning acquired, based on the theoretical knowledge that governs the educational practice, as well as on the knowledge of the educational contexts where the teacher in training developed her path, also presenting the challenges associated with it. This document also includes an investigative component, which sought to highlight the relationship between new technologies and students' reading habits. In this sense, in today's society, new forms of literacy have emerged that increasingly challenge teachers. Therefore, this report will explore the influence of new technologies on the reading practices of students in the 2nd Cycle of Basic Education. Traveling from the page to the screen, we seek to understand why students have low levels of performance in terms of reading, as well as their lack of motivation for this activity. It is therefore intended, throughout these pages, to highlight the importance of books for the promotion of reading habits, combining knowing how to read with the pleasure of reading. From a pedagogical-didactic perspective, this document presents proposals of strategies and practices for reading promotion, in order to favor a close relationship between the student-reader, the books and literary reading.
This Internship Report, entitled Reading Sweet Reading: a flight from page to page towards the imagination, carried out within the scope of the Supervised Teaching Practice Curricular Unit (PES), included in the Master's in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, integrates the pedagogical, theoretical and scientific knowledge developed during a long formative journey developed by the master's student during this great journey. The main objective of this document is, therefore, to reflect on the Supervised Teaching Practice, giving an account of the different learning acquired, based on the theoretical knowledge that governs the educational practice, as well as on the knowledge of the educational contexts where the teacher in training developed her path, also presenting the challenges associated with it. This document also includes an investigative component, which sought to highlight the relationship between new technologies and students' reading habits. In this sense, in today's society, new forms of literacy have emerged that increasingly challenge teachers. Therefore, this report will explore the influence of new technologies on the reading practices of students in the 2nd Cycle of Basic Education. Traveling from the page to the screen, we seek to understand why students have low levels of performance in terms of reading, as well as their lack of motivation for this activity. It is therefore intended, throughout these pages, to highlight the importance of books for the promotion of reading habits, combining knowing how to read with the pleasure of reading. From a pedagogical-didactic perspective, this document presents proposals of strategies and practices for reading promotion, in order to favor a close relationship between the student-reader, the books and literary reading.
Description
Keywords
Prática de ensino supervisionada Educação Literária Era digital Leitura literária Mestrado 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 Supervised teaching practice Literary education Digital age Literary reading Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação