O movimento da escola moderna e o ensino da literatura – uma experiência em contexto de sala de aula
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2010
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Resumo
O ensino da Literatura no 1º ciclo em Portugal é ainda uma realidade pouco explorada.
A presente investigação pretende contribuir para uma reflexão em torno dessa realidade e tem como questão inicial, Como pode o Modelo Pedagógico do Movimento da Escola Moderna contribuir para o desenvolvimento de uma atitude de prazer, questionamento e aprendizagem face à Literatura, nos alunos do 1º Ciclo?
O estudo segue uma abordagem de investigação qualitativa baseada em estudo de caso, em que nos assumimos investigadores participantes. Foi aplicado numa turma de 1º ano de escolaridade em que é utilizado o Modelo Pedagógico do MEM.
Assim, desenvolvemos e observámos actividades diversificadas em torno da Literatura de forma contextualizada e vivida pelos alunos. Envolveu-se a comunidade educativa, trazendo alguns dos seus elementos à sala para uma participação activa na formação dos alunos através da Literatura. Tivemos, desde o início, uma premissa presente: a leitura e os livros devem ser sempre e primeiramente uma fonte de prazer. Cabe ao docente apresentar essa fonte de prazer aos seus alunos. O acesso a textos literários de qualidade, respeitando os gostos e preferências dos alunos mas, ao mesmo tempo, tentando apresentar-lhes novas realidades, constituiu uma mais-valia no nosso trabalho.
Pudemos verificar que o Modelo Pedagógico do MEM é eficaz na contribuição para o ensino da Literatura, obtendo uma resposta positiva, pois promove uma leitura de prazer e de formação global baseada nos interesses da criança.
In Portugal the teaching of the literature in primary school is still a rather explored reality. This investigation intends to contribute to a reflection around this reality which has as initial question, How can the Pedagogical Model of Modern School Movement contribute to the development of an attitude of pleasure, questioning and learning in view of literature, on primary school pupils? This study established a qualitative investigation approach based on case study, in which we are the participants researchers. It has been applied in a 1st year class of the primary school in which is used the pedagogical model of Modern School Movement. Thus, we developed and observed several activities around the literature in a contextualized way and experienced by the pupils. The educational community took part in these activities bringing some of their elements to the classroom for an active participation on the pupils training through literature. Since the beginning we had a present premiss: the reading and the books should firstly and always be a source of pleasure. The teacher must present this source of pleasure to his pupils. The access to literary texts with quality, respecting pupils‘ likes and preferences but at the same time trying to present them new realities, constituted a great value in our work. We could verify that the Pedagogical Model of the Modern School Movement is efficient in the contribution to the literature teaching, obtaining a positive answer, then promote a reading of pleasure and global training based on children‘s interests.
In Portugal the teaching of the literature in primary school is still a rather explored reality. This investigation intends to contribute to a reflection around this reality which has as initial question, How can the Pedagogical Model of Modern School Movement contribute to the development of an attitude of pleasure, questioning and learning in view of literature, on primary school pupils? This study established a qualitative investigation approach based on case study, in which we are the participants researchers. It has been applied in a 1st year class of the primary school in which is used the pedagogical model of Modern School Movement. Thus, we developed and observed several activities around the literature in a contextualized way and experienced by the pupils. The educational community took part in these activities bringing some of their elements to the classroom for an active participation on the pupils training through literature. Since the beginning we had a present premiss: the reading and the books should firstly and always be a source of pleasure. The teacher must present this source of pleasure to his pupils. The access to literary texts with quality, respecting pupils‘ likes and preferences but at the same time trying to present them new realities, constituted a great value in our work. We could verify that the Pedagogical Model of the Modern School Movement is efficient in the contribution to the literature teaching, obtaining a positive answer, then promote a reading of pleasure and global training based on children‘s interests.
Descrição
Dissertação de Mestrado em Literatura Infanto-Juvenil