«A integração do Inglês no 1.º Ciclo do Ensino Básico – o “storytelling” como estratégia para uma aprendizagem motivadora»
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2018-09-11
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Desde 2002 que a aprendizagem de duas línguas estrangeiras numa idade precoce faz parte das recomendações do Conselho Europeu para o desenvolvimento das competências linguísticas. Contribuiu para isso o reconhecimento de que a competência em mais do que uma língua impulsiona a vida profissional, assegura a integração social e o reconhecimento por parte de comunidades distintas do ponto de vista social e cultural daquelas com as quais nos identificamos. Vivemos então numa sociedade marcada pela diversidade cultural, sendo a escola dos nossos dias cada vez mais multicultural. Em tempos de globalização, em que os sistemas educativos tendem para a uniformidade ao nível da decisão política, pretendo com o presente trabalho fundamentar, analisar e refletir criticamente sobre a introdução do inglês no 1.º Ciclo do Ensino Básico como disciplina curricular, dando ênfase à importância da utilização de histórias (storytelling) como estratégia pedagógica de abordagem aos conteúdos curriculares. As histórias funcionam como instrumentos de integração, fazendo emergir uma temática, a qual funcionará como núcleo globalizador das aprendizagens. Assim, esta investigação versa: “A integração do Inglês no 1.º ciclo do ensino básico – o “storytelling” como estratégia para uma aprendizagem motivadora”, procurando apurar se os professores de inglês do 1.º CEB utilizam o storytelling nas suas aulas e se os alunos gostam ou não de ouvir histórias nas aulas de inglês e se consideram importante aprender novos conteúdos partindo de uma história. Para auscultar os professores de inglês do 1.º CEB e os alunos, elaboraram-se e aplicaram-se dois questionários de opinião respetivamente, compostos por dois tipos de questões, fechadas e abertas. Para o tratamento dos dados recolhidos, utilizou-se a análise de frequência de respostas para as questões fechadas e análise de conteúdo para as respostas às questões abertas. O estudo permitiu concluir que o storytelling no 1.º Ciclo do Ensino Básico constitui uma mais-valia no processo de ensino-aprendizagem, sendo notório que os professores utilizam esta estratégia nas suas aulas, reconhecendo que as mesmas são importantes para o desenvolvimento de novas competências, aquisição de conhecimentos e por permitirem um trabalho interativo e inovador. Para os alunos esta estratégia é muito motivadora, criando entusiasmo, curiosidade e maior concentração na realização das atividades propostas.
Since 2002, the learning of two foreign languages at an early age has been part of the recommendations of the European Council for the development of language skills. This has contributed to the recognition that competence in more than one language drives professional life, ensures social integration and recognition by communities that are distinct from the social and cultural point of view of those with whom we identify. We live in a society marked by cultural diversity, and our school is becoming more and more multicultural. In times of globalization, in which educational systems tend towards uniformity in terms of political decision, I intend with the present work to base, analyze and reflect critically on the introduction of English in the Primary School as a curricular subject, emphasizing to the importance of the use of stories (storytelling) as pedagogical strategy of approach to the curricular contents. The stories function as instruments of integration, giving rise to a thematic, which will function as a globalizing nucleus of learning. Thus, this research is: "The integration of English in the Primary School - the" storytelling "as a strategy for motivational learning", seeking to determine if English teachers of the Primary School use storytelling in their classes and whether or not students like to hear stories in English classes and consider it important to learn new content from a story. In order to listen to the English teachers of Primary School and the students, two questionnaires of opinion, composed of two types of closed and open questions, were elaborate and applied. For the treatment of collected data, we used frequency response analysis for closed questions and content analysis for answers to open questions. The study allowed to conclude that storytelling in the Primary School is a benefit in the teaching-learning process, being well known that teachers use this methodology in their classes, recognizing that they are important for the acquisition of new skills, knowledge and to allow an interactive and innovative work. For the students this strategy is very motivating, creating enthusiasm, curiosity and greater concentration in the accomplishment of the proposed activities.
Since 2002, the learning of two foreign languages at an early age has been part of the recommendations of the European Council for the development of language skills. This has contributed to the recognition that competence in more than one language drives professional life, ensures social integration and recognition by communities that are distinct from the social and cultural point of view of those with whom we identify. We live in a society marked by cultural diversity, and our school is becoming more and more multicultural. In times of globalization, in which educational systems tend towards uniformity in terms of political decision, I intend with the present work to base, analyze and reflect critically on the introduction of English in the Primary School as a curricular subject, emphasizing to the importance of the use of stories (storytelling) as pedagogical strategy of approach to the curricular contents. The stories function as instruments of integration, giving rise to a thematic, which will function as a globalizing nucleus of learning. Thus, this research is: "The integration of English in the Primary School - the" storytelling "as a strategy for motivational learning", seeking to determine if English teachers of the Primary School use storytelling in their classes and whether or not students like to hear stories in English classes and consider it important to learn new content from a story. In order to listen to the English teachers of Primary School and the students, two questionnaires of opinion, composed of two types of closed and open questions, were elaborate and applied. For the treatment of collected data, we used frequency response analysis for closed questions and content analysis for answers to open questions. The study allowed to conclude that storytelling in the Primary School is a benefit in the teaching-learning process, being well known that teachers use this methodology in their classes, recognizing that they are important for the acquisition of new skills, knowledge and to allow an interactive and innovative work. For the students this strategy is very motivating, creating enthusiasm, curiosity and greater concentration in the accomplishment of the proposed activities.
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Dissertação para obtenção do Grau de Mestre
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Ensino , Inglês , 1.º Ciclo do Ensino Básico , Storytelling