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Abstract(s)
Posicionando-se no ponto de confluência da Didatologia das Línguas-Culturas, da Didática do Português e da
Supervisão Pedagógico-didática correspondente, o presente Relatório de Estágio, que se inscreve no
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 e Ciências Sociais do Centro Regional de Braga da
Universidade Católica Portuguesa, tem por propósito capital – mormente enquanto texto científico de índole
dissertativa – proceder à reportação de um estudo e da investigação respetiva sobre a abordagem educacional
de caráter didatológico da problemática do contributo da componente programática designada, no âmbito da
disciplina de Português no Ensino Secundário em Portugal, Projeto de Leitura para a Educação (Literária)
ao Longo da Vida. No âmbito educacional português, emerge a inferência empírica de que a conceção e a
operacionalização da componente de Projeto de Leitura, que integra de modo primaz o domínio
programático denominado Educação Literária da referida disciplina escolar, é objeto de uma abordagem
didática cujas práticas procuram corresponder prioritariamente, senão mesmo exclusivamente, aos propósitos
intradisciplinares escolares imediatos respetivos, desconsiderando o propósito de longo curso, que lhe é
conferido de modo significativo pelas apropriadas indicações programáticas, de contribuir para a implantação
de hábitos de leitura de textos literários (de língua portuguesa ou traduzidos para português) não apenas
dentro, mas também fora do espaço e do tempo escolares da disciplina de Português, tanto no decorrer como
para lá da escolaridade obrigatória. Tendo em consideração essa inferência empírica, o estudo – cuja
execução tem por referência o quadro da prática de ensino supervisionada da componente disciplinar de
Português do Estágio do autor do presente documento dissertativo, prática de ensino essa que se verificou, no
ano escolar de 2018/2019, numa turma de 11.º ano de escolaridade da Escola Cooperante respetiva – assenta
numa investigação didatológica da problemática acima indicada, recorrendo para o efeito a um estudo de
caso. Tendo por base o princípio de subsunção científica, os resultados globais do estudo e da investigação
correspondente evidenciam, por um lado, de modo primeiro e explícito, que as práticas escolares implantadas
na disciplina de Português não concorrem para que a componente de Projeto de Leitura seja suscetível de se
constituir como um contributo potencialmente relevante para a Educação (Literária) ao Longo da Vida e, por
outro lado, de modo subsidiário e implícito, que o contributo potencialmente relevante da componente de
Projeto de Leitura para a Educação (Literária) ao Longo da Vida exige a adoção, ainda durante a
escolaridade obrigatória, de uma abordagem didática que proceda à implantação, não apenas progressiva mas
também decisiva, de práticas de ensino e aprendizagem quer da disciplina de Português, quer de disciplinas
outras não tão-somente direcionadas para o quadro escolar, mas igualmente para outros domínios societais.
Positioned at the point of confluence of the Languages-Cultures Didactology, Portuguese Didactics and the corresponding Pedagogical-didactic Supervision, this Internship Report, which is part of the Masters of Portuguese Teaching in the 3rd Cycle of Basic and Secondary Education and Basic and, Secondary Spanish Teaching of the Faculty of Philosophy and Social Sciences of the Portuguese Catholic University’s Braga Regional Centre has as main purpose, in the shape of a scientific dissertation, to report on a study and its investigation on the educational approach to the problematic of the contribution of the designated program content within the scope of the Portuguese subject in the Secondary Education in Portugal on a Reading Project for Lifelong (Literary) Education. In the Portuguese educational context, the empirical inference emerges that the conception of the Reading Project, which integrates primarily the programmatic domain called Literary Education of that school subject, is the focus of a didactic approach whose practices seek to correspond primarily, if not exclusively, to the respective immediate interdisciplinary school determinations, disregarding the long-term purpose, which is given to it by the appropriate programmatic indications, to the establishment of reading habits of literary texts (Portuguese or translated into Portuguese) not only within, but also outside the school space and time of the Portuguese subject, both during and beyond mandatory education. Considering this empirical inference, the study whose execution has as a reference the supervised practice framework of the Portuguese subject component of the Internship of the author of the present dissertation in the 11th grade of the school year 2018/2019, of the respective Cooperating School is based on a didactic investigation of the mentioned problematic, using a case study. Based on the principle of scientific assumption, the overall results of the study and the corresponding research shows, on the one hand, first and explicitly, that school practices, implemented in the Portuguese subject do not contribute to the Reading Project component constituting a potentially relevant contribution to lifelong (literary) education; on the other hand, in an implicit wat that the potentially relevant contribution of the Reading Project for Lifelong (Literary) Education component requires the adoption, even during mandatory education, of a didactic approach that implements, not only progressive, but also decisive teaching and learning practices of both the Portuguese subject and other subjects not only to the school environment, but also to other societal domains.
Positioned at the point of confluence of the Languages-Cultures Didactology, Portuguese Didactics and the corresponding Pedagogical-didactic Supervision, this Internship Report, which is part of the Masters of Portuguese Teaching in the 3rd Cycle of Basic and Secondary Education and Basic and, Secondary Spanish Teaching of the Faculty of Philosophy and Social Sciences of the Portuguese Catholic University’s Braga Regional Centre has as main purpose, in the shape of a scientific dissertation, to report on a study and its investigation on the educational approach to the problematic of the contribution of the designated program content within the scope of the Portuguese subject in the Secondary Education in Portugal on a Reading Project for Lifelong (Literary) Education. In the Portuguese educational context, the empirical inference emerges that the conception of the Reading Project, which integrates primarily the programmatic domain called Literary Education of that school subject, is the focus of a didactic approach whose practices seek to correspond primarily, if not exclusively, to the respective immediate interdisciplinary school determinations, disregarding the long-term purpose, which is given to it by the appropriate programmatic indications, to the establishment of reading habits of literary texts (Portuguese or translated into Portuguese) not only within, but also outside the school space and time of the Portuguese subject, both during and beyond mandatory education. Considering this empirical inference, the study whose execution has as a reference the supervised practice framework of the Portuguese subject component of the Internship of the author of the present dissertation in the 11th grade of the school year 2018/2019, of the respective Cooperating School is based on a didactic investigation of the mentioned problematic, using a case study. Based on the principle of scientific assumption, the overall results of the study and the corresponding research shows, on the one hand, first and explicitly, that school practices, implemented in the Portuguese subject do not contribute to the Reading Project component constituting a potentially relevant contribution to lifelong (literary) education; on the other hand, in an implicit wat that the potentially relevant contribution of the Reading Project for Lifelong (Literary) Education component requires the adoption, even during mandatory education, of a didactic approach that implements, not only progressive, but also decisive teaching and learning practices of both the Portuguese subject and other subjects not only to the school environment, but also to other societal domains.
Description
Keywords
Didatologia das línguas-culturas Didática do português Educação literária Projeto de leitura Leitura literária Educação ao longo da vida Languages-Cultures Didactology Portuguese didactics Literary education Reading project Literary reading Lifelong education