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LIBERTAR POEMAS, DESPERTAR LEITORES: UMA APROXIMAÇÃO À POESIA NUMA TURMA DO 5.º ANO DE ESCOLARIDADE
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O presente relatório foi elaborado no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português, História e Geografia de Portugal no 2.º Ciclo do Ensino Básico e encontra-se estruturado em duas dimensões complementares: a dimensão reflexiva e a dimensão investigativa.
A dimensão reflexiva apresenta uma reflexão crítica e fundamentada sobre as diversas Práticas Pedagógicas, realizadas em diferentes contextos de ensino. Nesta dimensão evidenciam-se as aprendizagens mais significativas e os principais desafios enfrentados, com particular enfoque no ciclo de observação, planificação, atuação, avaliação e reflexão. Destaca-se ainda a adoção de metodologias ativas e de estratégias diversificadas, orientadas para a promoção da participação e da motivação dos alunos no processo de ensino-aprendizagem.
A dimensão investigativa centra-se numa investigação desenvolvida numa turma do 5.º ano de escolaridade, com o objetivo de compreender a relação que os alunos estabelecem com a poesia e de analisar de que forma a implementação de uma sequência de atividades didáticas pode contribuir para promover o seu interesse por este modo literário. O estudo assume a configuração de um estudo de caso de natureza mista, integrando abordagens qualitativas e quantitativas e recorrendo a diferentes técnicas e instrumentos de recolha de dados.
Os resultados indicam uma evolução globalmente positiva na relação dos alunos com a poesia, traduzida no aumento do gosto, na maior frequência de leitura e escrita de poemas, bem como no envolvimento emocional e afetivo dos participantes. Embora esta evolução não tenha ocorrido de forma uniforme, os dados sugerem que a intervenção contribuiu efetivamente para aproximar a maioria dos alunos da poesia, promovendo em simultâneo o desenvolvimento da competência leitora e da dimensão socioafetiva.
This report was prepared as part of the Master’s Degree in Teaching for the First Cycle of Basic Education and Portuguese, History and Geography of Portugal in the Second Cycle of Basic Education and is structured into two complementary dimensions: the reflective dimension and the investigative dimension. The reflective dimension presents a critical and well-grounded reflection on the various Teaching Practices carried out in different educational contexts. This section highlights the most significant learning experiences and the main challenges encountered, with particular emphasis on the cycle of observation, planning, implementation, assessment and reflection. It also emphasizes the adoption of active methodologies and diversified pedagogical strategies aimed at promoting students´ participation and motivation in the teaching-learning process. The investigative dimension focuses on a study conducted in a 5th-grade class, aiming to understand the relationship students establish with poetry and to analyze how the implementation of a didactic sequence may contribute to fostering their interest in this literary form. The study is framed as mixed-methods case study, integrating qualitative and quantitative approaches and making use of different data collection techniques and instruments. The results indicate an overall positive development in students´ relationship with poetry, reflected in an increased enjoyment, a higher frequency of poetry reading and writing practices, as well as greater emotional and affective engagement. Although this progress did not occur uniformly, the data suggests that the intervention effectively contributed to bringing most students closer to poetry, simultaneously promoting the development of reading competence and socio-affective skills.
This report was prepared as part of the Master’s Degree in Teaching for the First Cycle of Basic Education and Portuguese, History and Geography of Portugal in the Second Cycle of Basic Education and is structured into two complementary dimensions: the reflective dimension and the investigative dimension. The reflective dimension presents a critical and well-grounded reflection on the various Teaching Practices carried out in different educational contexts. This section highlights the most significant learning experiences and the main challenges encountered, with particular emphasis on the cycle of observation, planning, implementation, assessment and reflection. It also emphasizes the adoption of active methodologies and diversified pedagogical strategies aimed at promoting students´ participation and motivation in the teaching-learning process. The investigative dimension focuses on a study conducted in a 5th-grade class, aiming to understand the relationship students establish with poetry and to analyze how the implementation of a didactic sequence may contribute to fostering their interest in this literary form. The study is framed as mixed-methods case study, integrating qualitative and quantitative approaches and making use of different data collection techniques and instruments. The results indicate an overall positive development in students´ relationship with poetry, reflected in an increased enjoyment, a higher frequency of poetry reading and writing practices, as well as greater emotional and affective engagement. Although this progress did not occur uniformly, the data suggests that the intervention effectively contributed to bringing most students closer to poetry, simultaneously promoting the development of reading competence and socio-affective skills.
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Competência Leitora Educação Literária Poesia Texto Poético Sensibilidade Estética Reading Competence Literary Education Poetry Poetic Text Aesthetic Sensitivity