Advisor(s)
Abstract(s)
Descreve-se nesta reflexão uma proposta de trabalho que procura respostas para a inquietação relacionada com a aprendizagem da leitura ao longo de 25 anos de docência. De facto, os indicadores nacionais e internacionais revelam níveis de literacia inferiores ao desejado e descredibilizam as estratégias usadas nas salas de aula. Nesse sentido, é feita uma reflexão teoricamente fundamentada sobre as práticas levadas a cabo pela docente ao longo da sua experiência profissional, pois o professor quando termina a sua formação académica está longe de ser encarado como um profissional amadurecido, na medida em que os conhecimentos que adquiriu são insuficientes para o exercício das suas funções ao longo da carreira, reconhecendo, assim, numa atitude autorreflexiva, a necessidade de crescimento.
O ensino explícito da compreensão de textos e a definição de estratégias de aprendizagem de forma autorregulada tornam-se cruciais para a formação das jovens gerações, que necessitam desenvolver estratégias cognitivas e metacognitivas para obtenção de informação emanada dos textos escritos.
Se ensinar a ler é um desafio estimulante, ousar ensinar a pensar é um desafio mais estimulante ainda.
This reflection describes a work proposal that seeks answers to the restlessness related to teaching reading over 25 years. In fact, the national and international indicators denote literacy levels below the desired, discrediting strategies used in classrooms. In this sense, a theoretic reflection is made on the practices carried out by the teacher throughout her professional experience. A graduated teacher is far from being seen as a professional completely finished and matured. The knowledge acquired during initial training is insufficient for the exercise during their career, thus recognizing in a self-reflective attitude, the need for growth. The explicit teaching of reading comprehension, the definition of learning self-regulated strategies become crucial for the formation of young people who need to develop cognitive and metacognitive skills for obtaining information from the written texts. If teaching reading is an exciting challenge, having the courage to teach to think is a challenge even more exciting.
This reflection describes a work proposal that seeks answers to the restlessness related to teaching reading over 25 years. In fact, the national and international indicators denote literacy levels below the desired, discrediting strategies used in classrooms. In this sense, a theoretic reflection is made on the practices carried out by the teacher throughout her professional experience. A graduated teacher is far from being seen as a professional completely finished and matured. The knowledge acquired during initial training is insufficient for the exercise during their career, thus recognizing in a self-reflective attitude, the need for growth. The explicit teaching of reading comprehension, the definition of learning self-regulated strategies become crucial for the formation of young people who need to develop cognitive and metacognitive skills for obtaining information from the written texts. If teaching reading is an exciting challenge, having the courage to teach to think is a challenge even more exciting.
Description
Keywords
Leitura Metacognição Estratégias de aprendizagem Reading Metacognition Learning strategies