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Abstract(s)
Efetuado no âmbito do Mestrado em Ensino de Português no 3.º Ciclo do Ensino Básico e Ensino Secundário e de
Espanhol nos Ensinos Básico e Secundário da Faculdade de Filosofia do Centro Regional de Braga da
Universidade Católica Portuguesa, o presente Relatório de Estágio – enquanto texto que assume um carácter
dissertativo – tem por propósito principal proceder à reportação do estudo e da investigação correspondente sobre a
abordagem educacional em geral e a abordagem didactológica em particular da problemática dos níveis de
compreensão em leitura, no quadro da disciplina de Português Língua-Cultura Materna, no âmbito do 3.º Ciclo do
Ensino Básico português. No âmbito educacional português, constata-se que, no quadro da disciplina escolar de
Português Língua-Cultura Materna, a conceção da compreensão em leitura se traduz – de modo prioritário, quando
não exclusivo – em termos operatórios, na formulação de perguntas por parte do professor, de modo a verificar se o
aprendente procedeu à leitura do texto, dando a entender a este último que o propósito dessa atividade é de o
aprendente responder a perguntas, cuja relevância não ultrapassa a do exercício escolar correspondente, pese
embora o facto de a conceção contemporânea cientificamente fundamentada da compreensão em leitura considerar
que a compreensão não consiste na transposição sequencial linear do texto no repertório cognitivo do leitor, mas
antes na construção sequencial recursiva do sentido, no quadro do conhecimento, tanto prévio como em devir, quer
da língua-cultura, quer do mundo, no decorrer do processo de interação entre o leitor, o texto e o contexto. O
estudo recorre a uma abordagem didactológica da problemática respetiva, nomeadamente através da adoção de
uma investigação-ação de índole interpretativo-construtivista desenvolvida no quadro da prática de ensino
supervisionada da componente disciplinar de Português do Estágio da autora do presente documento dissertativo,
na sua qualidade de Professora Estagiária, no decorrer do ano escolar de 2013/2014, investigação-ação essa que
executa um procedimento prototípico de ensino-aprendizagem suscetível de proporcionar práticas de níveis de
compreensão em leitura em consonância com os referenciais científicos correspondentes, na disciplina de
Português Língua-Cultura Materna, no âmbito do 3.º Ciclo do Ensino Básico português. Os resultados globais do
estudo em geral e da investigação-ação correspondente em particular, objeto de reportação no presente Relatório de
Estágio, evidenciam que o acionamento de procedimentos de ensino-aprendizagem consonantes com os
referenciais didactológicos da compreensão em leitura contribuem para a construção sustentada do conhecimento
quer da língua-cultura, quer do mundo por parte do aprendente de Português Língua-Cultura Materna, no quadro
da disciplina escolar correspondente, no âmbito do 3.º Ciclo do Ensino Básico português.
Made under the Masters in Teaching Portuguese in the 3rd Cycle of Basic and Secondary Education and Teaching of Spanish in Basic and Secondary Education at the Faculty of Philosophy of the Regional Centre of Braga of the Portuguese Catholic University, this training report – as a dissertation text – has the purpose of reporting the study and the respective investigation of educational approach in general and didactological approach of the problematic of the levels of comprehension in reading in the context of the discipline of Portuguese Maternal Language- Culture, under the 3rd Cycle of the Portuguese Basic Education. In the Portuguese educational ambit, it appears that, in the context of the school discipline of Portuguese Maternal Language-Culture, the design of comprehension in reading translates – for, if not in sole priority mode – in operative terms, the formulation of questions by the teacher, so to check if the learner read out the text, implying to the latter that the purpose of this activity is that the learner answers questions whose relevance does not exceed the corresponding school year, despite the fact that the contemporary design scientifically based comprehension in reading considering that understanding does not consist in linear sequential transposition of the text in the cognitive repertoire of the reader, but rather in sequential recursive construction of meaning in the context of knowledge, both prior and in coming from either the tongueculture or the world, during the interaction process between the reader, the text and the context. The study is based on the corresponding didactological problematic approach, particularly through the adoption of a research-action of interpretive-constructivist nature developed in the framework of supervised teaching practice from the disciplinary component of Portuguese, from the author’s stage of the present document, as probationary teacher, during the school year of 2013/2014. This research presents the prototypical implementation of the teaching-learning practices to provide levels of comprehension in reading practice in line with the corresponding scientific references in the discipline of Portuguese Maternal Language-Culture under the 3rd Cycle of the Portuguese Basic Education. The overall results of the study in general and the respective research-action in particular, object of reporting in this training report, show that the activation of procedures in line with the didactological comprehension in reading teaching-learning benchmarks contribute to sustainable construction knowledge of both the language-culture and the world by the learner of Portuguese Maternal Language-Culture, within the relevant academic discipline within the 3rd Cycle of Portuguese Basic Education.
Made under the Masters in Teaching Portuguese in the 3rd Cycle of Basic and Secondary Education and Teaching of Spanish in Basic and Secondary Education at the Faculty of Philosophy of the Regional Centre of Braga of the Portuguese Catholic University, this training report – as a dissertation text – has the purpose of reporting the study and the respective investigation of educational approach in general and didactological approach of the problematic of the levels of comprehension in reading in the context of the discipline of Portuguese Maternal Language- Culture, under the 3rd Cycle of the Portuguese Basic Education. In the Portuguese educational ambit, it appears that, in the context of the school discipline of Portuguese Maternal Language-Culture, the design of comprehension in reading translates – for, if not in sole priority mode – in operative terms, the formulation of questions by the teacher, so to check if the learner read out the text, implying to the latter that the purpose of this activity is that the learner answers questions whose relevance does not exceed the corresponding school year, despite the fact that the contemporary design scientifically based comprehension in reading considering that understanding does not consist in linear sequential transposition of the text in the cognitive repertoire of the reader, but rather in sequential recursive construction of meaning in the context of knowledge, both prior and in coming from either the tongueculture or the world, during the interaction process between the reader, the text and the context. The study is based on the corresponding didactological problematic approach, particularly through the adoption of a research-action of interpretive-constructivist nature developed in the framework of supervised teaching practice from the disciplinary component of Portuguese, from the author’s stage of the present document, as probationary teacher, during the school year of 2013/2014. This research presents the prototypical implementation of the teaching-learning practices to provide levels of comprehension in reading practice in line with the corresponding scientific references in the discipline of Portuguese Maternal Language-Culture under the 3rd Cycle of the Portuguese Basic Education. The overall results of the study in general and the respective research-action in particular, object of reporting in this training report, show that the activation of procedures in line with the didactological comprehension in reading teaching-learning benchmarks contribute to sustainable construction knowledge of both the language-culture and the world by the learner of Portuguese Maternal Language-Culture, within the relevant academic discipline within the 3rd Cycle of Portuguese Basic Education.
Description
Keywords
Didactologia das línguas-culturas Didática do português Leitura Compreensão em leitura Didactology of languages-cultures Didactics of portuguese Reading Comprehension in reading