A leitura e o humor: processos facilitadores do ensino-aprendizagem de uma língua estrangeira
Data
2015
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Resumo
O pano de fundo que despoletou o tema central da presente dissertação apresentada à Universidade de Trás-os-Montes e Alto Douro, no âmbito do Mestrado em Ensino de Português no 3º Ciclo e Secundário e de Espanhol nos Ensinos Básico e Secundário foi o crescente desinteresse dos alunos pela escola, nomeadamente pelo processo ensino-aprendizagem de uma Língua Estrangeira (LE). Esta situação poder-se--á justificar pelo facto de cada vez mais os jovens terem ao seu dispor uma panóplia de recursos tecnológicos bastante atrativos, funcionais e práticos.
Assim, nos dias de hoje, cativar os alunos para as escolas e consequente aprendizagem torna-se uma tarefa muito difícil mas necessária para os professores, que necessitam de reinventar, constantemente, novas estratégias e materiais pedagógicos para ensinar e agradar (docere et delectare) aos jovens adolescentes.
Com este relatório, pretendemos realçar os benefícios da leitura de textos humorísticos em contexto de sala de aula e demonstrar que a combinação desta competência e desta tipologia textual poderá contribuir positivamente no processo ensino-aprendizagem de uma LE. A diversidade de textos humorísticos apresenta-se como uma inovadora alternativa aos textos narrativos, poéticos, dramáticos e transacionais. Não quisemos relegar para segundo plano, nem desvalorizar estas tipologias textuais, mas tendo em conta que os textos humorísticos costumam agradar aos jovens, pela sua comicidade, originalidade, versatilidade, pela dimensão cultural e pelos sentidos críticos que encerram, poderão estes revelar-se uma grande ajuda para os docentes aquando do processo ensino-aprendizagem de um LE. Além de que estes textos também permitem trabalhar diferentes competências, como a escrita, a expressão oral, a interpretação, a prática da intertextualidade e até mesmo a gramática.
Convém salientar que o humor deixa as pessoas mais felizes, e quando estamos alegres, sentimo-nos mais motivados e consequentemente mais predispostos para aprender.
Na fundamentação teórica deste trabalho citámos alguns estudos/investigações para comprovar os benefícios a leitura e do humor na aprendizagem de uma segunda língua (SL).
Relativamente à parte prática do trabalho, apresentamos alguns dados recolhidos através de inquéritos que procuram documentar a exequibilidade do humor em contexto escolar.
The backdrop that triggered the central theme of this dissertation, presented to Universidade de Trás-os-Montes e Alto Douro, under the master degree in teaching Portuguese in the 3rd cycle and secondary education, and Spanish in basic and secondary education, was the students’ growing lack of interest in school, particularly in the teaching/learning process of a Foreign Language (FL). This situation can be justified by the fact that nowadays more young people have access to a miscellany of technological resources which are quite attractive, functional and practical. Thus, getting the students motivated for school and the consequent learning, has become a very hard task, but still a necessary one for teachers that need to constantly reinvent new strategies and teaching materials in order to teach and please (docere et delectare) the young teenagers. This report is intended to highlight the benefits of humorous text reading in classroom context and demonstrate that the combination between this skill and this textual typology will be able to contribute positively in the teaching/learning process of a FL. The diversity of humorous texts presents itself as an innovative alternative to narrative, poetic, dramatic and transactional texts. The intention is not to relegate these textual typologies into the background, or to devalue them, but to take into account that humorous texts usually please young people for their comicality, originality, versatility, cultural dimension and critical senses that they represent, therefore they can be very helpful for teachers during the teaching/learning process of a FL. Besides that, these texts also allow to work different skills: writing, oral expression, interpretation, intertextuality practice and even grammar. It should be stressed that humour makes people happier and when you’re happy we feel more motivated and consequently more predisposed to learn. On the theoretical foundation of this work some studies/investigations were mentioned to prove the benefits of reading and humour in learning a second language (L2). In what concerns to the practical part of the work, it is presented some data collected through surveys that seek to document the feasibility of humour in school context.
The backdrop that triggered the central theme of this dissertation, presented to Universidade de Trás-os-Montes e Alto Douro, under the master degree in teaching Portuguese in the 3rd cycle and secondary education, and Spanish in basic and secondary education, was the students’ growing lack of interest in school, particularly in the teaching/learning process of a Foreign Language (FL). This situation can be justified by the fact that nowadays more young people have access to a miscellany of technological resources which are quite attractive, functional and practical. Thus, getting the students motivated for school and the consequent learning, has become a very hard task, but still a necessary one for teachers that need to constantly reinvent new strategies and teaching materials in order to teach and please (docere et delectare) the young teenagers. This report is intended to highlight the benefits of humorous text reading in classroom context and demonstrate that the combination between this skill and this textual typology will be able to contribute positively in the teaching/learning process of a FL. The diversity of humorous texts presents itself as an innovative alternative to narrative, poetic, dramatic and transactional texts. The intention is not to relegate these textual typologies into the background, or to devalue them, but to take into account that humorous texts usually please young people for their comicality, originality, versatility, cultural dimension and critical senses that they represent, therefore they can be very helpful for teachers during the teaching/learning process of a FL. Besides that, these texts also allow to work different skills: writing, oral expression, interpretation, intertextuality practice and even grammar. It should be stressed that humour makes people happier and when you’re happy we feel more motivated and consequently more predisposed to learn. On the theoretical foundation of this work some studies/investigations were mentioned to prove the benefits of reading and humour in learning a second language (L2). In what concerns to the practical part of the work, it is presented some data collected through surveys that seek to document the feasibility of humour in school context.
Descrição
Dissertação de Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário
Palavras-chave
Leitura , Humor , Ensino básico , Línguas , Textos humorísticos