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Publication
Promoção da leitura e da escrita no pré-escolar : prevenção das dificuldades de aprendizagem
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 10.34 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Hoje, sabe-se que as crianças antes do ensino formal da leitura e da escrita possuem um
grande número de conhecimentos, de conceitos, e de representações sobre a tarefa de ler. Tal
conhecimento resulta das situações vivenciadas que lhe proporcionaram oportunidades de pensar
sobre a linguagem escrita e sobre as relações entre o oral e o escrito.
Foi nossa preocupação, alertar para a necessidade que os educadores/professores do ensino
regular e os docentes do ensino especial têm de conhecer melhor a investigação sobre as
Dificuldades de Aprendizagem (DA) e sobre a Dislexia, para que assim possam promover práticas
mais adequadas que respondam às reais necessidades das suas crianças e para que consigam
efetivamente ensiná-las da forma como elas aprendem melhor.
Salienta-se a importância do ensino pré-escolar e o papel do educador. Partindo do conceito
de nome próprio, definem-se algumas propostas de intervenção que visam promover o
desenvolvimento dos conceitos acerca da linguagem escrita e apresentam-se algumas sugestões para
a intervenção e prática pedagógica.
Damos alguma ênfase ao percurso profissional e académico, bem como à formação contínua
realizada, particularmente a que diz respeito aos anos em que lecionamos com alunos com
Necessidades Educativas Especiais (NEE) e é ainda feito um resumo relativo à nossa experiência
profissional.
Por fim, relata-se uma experiência pedagógica para nós significativa, vivida ao longo do
nosso percurso profissional, que consistiu num projeto realizado, tendo em vista o desenvolvimento
da leitura e da escrita e a inclusão.
Nowadays, we know that most children already have a great deal of knowledge, concepts and interpretations about what they are about to read, even before they are formally taught how to read and write. This knowledge comes from their daily life experiences which enables them to think about the written language as well as the connection between written and spoken messages. We made it our mission to call the attention of both regular teachers and teachers who teach children with special needs to the fact that it is imperative to get acquainted with the surveys about learning disabilities and dyslexia in order to promote adequate teaching methods which fulfill the special needs of these children and make them learn better. Pre-school and the role of the educator are really important. Starting with the concept of their birth name, we determined some intervention tactics which aim to promote the development of specific concepts about written language and made some suggestions to improve teaching methods. We enhanced the importance of academic and professional backgrounds as well as continuous training, particularly the training in the grades in which we teach students with special needs. We also made a summary of our professional experience. Finally, we address a teaching experience in our career which consists of a project whose purpose was to develop reading and writing skill and promote inclusion of special need students.
Nowadays, we know that most children already have a great deal of knowledge, concepts and interpretations about what they are about to read, even before they are formally taught how to read and write. This knowledge comes from their daily life experiences which enables them to think about the written language as well as the connection between written and spoken messages. We made it our mission to call the attention of both regular teachers and teachers who teach children with special needs to the fact that it is imperative to get acquainted with the surveys about learning disabilities and dyslexia in order to promote adequate teaching methods which fulfill the special needs of these children and make them learn better. Pre-school and the role of the educator are really important. Starting with the concept of their birth name, we determined some intervention tactics which aim to promote the development of specific concepts about written language and made some suggestions to improve teaching methods. We enhanced the importance of academic and professional backgrounds as well as continuous training, particularly the training in the grades in which we teach students with special needs. We also made a summary of our professional experience. Finally, we address a teaching experience in our career which consists of a project whose purpose was to develop reading and writing skill and promote inclusion of special need students.
Description
Keywords
Aprendizagem da leitura e da escrita Desenvolvimento da leitura e da escrita Dificuldades de aprendizagem Dislexia Learning to read and write Development of reading and writing Learning disabilities Dyslexia