| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.54 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O ensino do Inglês tem-se difundido por toda a Europa, mas também por
todo o mundo e a faixas etárias cada vez mais baixas (precoces).
Portugal não é exceção. Desde 2005, para os 3º e 4º anos e 2006, para os
1º e 2º anos, que as escolas de 1º Ciclo têm obrigatoriamente de incluir a
lecionação da disciplina em horário extracurricular, embora com um caráter
lúdico e sensibilizador, em detrimento de uma abordagem formal.
Contudo, questiona-se se esta deverá continuar a ser uma atividade de
enriquecimento ou se, pelo contrário, a sua integração no currículo do 1º
Ciclo do Ensino Básico não será mais profícua. Esta é a problemática central
do nosso Trabalho de Projeto.
Recorrendo-se à metodologia de investigação-ação concluiu-se que a
aprendizagem da disciplina é fundamental para o desenvolvimento cognitivo,
linguístico, metacognitivo, social e cultural da criança e que, o seu ensino
precoce, salvaguardadas as devidas condições, pode acarretar inúmeros
benefícios. Recomenda-se, por conseguinte, a sua inclusão no currículo do 1º
CEB.
Consideramos, assim, que este Trabalho de Projeto constitui um
contributo, embora modesto, para a melhoria das práticas educativas.
English teaching has not only spread across Europe, but also throughout the world and the starting age (early learning) is increasingly lowering. Portugal is no exception. Since 2005, for 3rd and 4th year students and 2006, for 1st and 2nd year students, 1st Cycle Schools are obliged to include English teaching in an extracurricular schedule, but with a fun and playful character, promoting language awareness, rather than a formal approach. However, it is questionable whether English should continue to be an enrichment activity or, on the contrary, its integration in the 1st Cycle of Basic Education’s curriculum will be more fruitful. This is the central theme of our Study Project. Resorting to an action-research methodology, it was concluded that learning the subject is fundamental to the cognitive, linguistic, metacognitive, social and cultural development of the child and that early learning, subjected to the right conditions, can lead to numerous benefits. It is recommended, therefore, its inclusion in the 1st CEB’s curriculum. Thus, we believe that this Study Project is a contribution, although modest, towards the improvement of educational practices.
English teaching has not only spread across Europe, but also throughout the world and the starting age (early learning) is increasingly lowering. Portugal is no exception. Since 2005, for 3rd and 4th year students and 2006, for 1st and 2nd year students, 1st Cycle Schools are obliged to include English teaching in an extracurricular schedule, but with a fun and playful character, promoting language awareness, rather than a formal approach. However, it is questionable whether English should continue to be an enrichment activity or, on the contrary, its integration in the 1st Cycle of Basic Education’s curriculum will be more fruitful. This is the central theme of our Study Project. Resorting to an action-research methodology, it was concluded that learning the subject is fundamental to the cognitive, linguistic, metacognitive, social and cultural development of the child and that early learning, subjected to the right conditions, can lead to numerous benefits. It is recommended, therefore, its inclusion in the 1st CEB’s curriculum. Thus, we believe that this Study Project is a contribution, although modest, towards the improvement of educational practices.
Description
Keywords
Precoce Desenvolvimento Inclusão Curriculo Early learning Development Inclusion Curriculum
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação