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Mais que mil palavras: o livro-álbum no 2.º e 3.º ciclos do ensino básico
| Name: | Description: | Size: | Format: | |
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| 7.08 MB | Adobe PDF |
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Abstract(s)
O presente trabalho de projeto pretende expor e valorizar o livro-álbum como recurso para promoção da leitura e literacia visual em estudantes de 2.º e 3.º ciclo do ensino básico. Considerando que o sistema educativo é o órgão de excelência que orienta o percurso de aprendizagem dos alunos, convém refletir sobre o modo como podemos acompanhar as exigências visuais e interpretativas destes jovens, com recurso a livros que se constituem como verdadeiros desafios. O projeto em si está orientado para a elaboração de propostas de trabalho diferenciadas com base em livros-álbum contemporâneos, capazes de potenciar a visão criativa e narrativa num contexto de sala de aula e em estreita ligação com o professor bibliotecário e a Biblioteca Escolar.
O que se verifica é que após a fase de aprendizagem básica da leitura (no 1.º ciclo), professores e bibliotecários preferem livros que na sua apresentação e estrutura se afastam do chamado livro-álbum ou livro muito ilustrado. Para aferir sobre estes pressupostos face ao livro-álbum, analisaram-se as respostas a questionários dirigidos aos professores de português de 2.º e 3.º ciclo, de modo a perceber quais as conceções sobre os livros-álbum no ensino.
São naturalmente abordadas as especificidades destas obras e quais as particularidades na seleção e utilização em contexto escolar, com o intuito de desmistificar o conceito livro-álbum além do universo infantil. Na impossibilidade de colocar em prática o projeto, no tempo disponível para o efeito, pretendeu-se deixar criadas as linhas de aplicação de alguns exemplos para utilização futura em contexto escolar. Assim, são analisadas algumas obras a partir de diferentes relações entre texto e imagem, com perspetivas de utilização em contexto escolar para os diferentes níveis de ensino. Subjacente às suas especificidades, os livros-álbum apresentam caraterísticas subjetivas e interpretativas que tornam a sua análise numa experiência enriquecedora inclusive para o próprio investigador.
The present investigation aims to disclose and value the picturebook as a resource to promote reading and visual literacy in students of the secundary education. Considering the educational system as the competent entity that guides the students' learning path, it is important to consider how we can keep pace with the visual and interpretative demands of teenagers, using picturebooks as reading challenges. The project itself is oriented towards the creation of distinct work plans based on contemporary picturebooks. Those plans will be able to enhance students’ creative and narrative vision in classroom and in close connection with the teacher librarian and the School Library. After the basic learning phase of primary reading, teachers and librarians, prefer books that, in their presentation and structure, move away from the so-called picturebook or highly illustrated books. To assess these assumptions in relation to picturebooks, where addressed questionnaires to Portuguese teachers of the secondary education, in order to understand what are the notions about picturebooks in teaching. The specificities of picturebooks are addressed, as well as the particularities regarding the selection and use in a school context, with the aim of demystifying these books concept beyond children's universe. In the impossibility of putting the project into practice, in the time available for this purpose, it´s intended to create the lines of application of some examples for future use in a school context. Some picturebooks are presented from different relationships between text and image, with perspectives of use in a school context for different levels of education. Underlying their specificities, picturebooks have subjective and interpretative characteristics that make their analysis an enriching experience, even for the researcher himself.
The present investigation aims to disclose and value the picturebook as a resource to promote reading and visual literacy in students of the secundary education. Considering the educational system as the competent entity that guides the students' learning path, it is important to consider how we can keep pace with the visual and interpretative demands of teenagers, using picturebooks as reading challenges. The project itself is oriented towards the creation of distinct work plans based on contemporary picturebooks. Those plans will be able to enhance students’ creative and narrative vision in classroom and in close connection with the teacher librarian and the School Library. After the basic learning phase of primary reading, teachers and librarians, prefer books that, in their presentation and structure, move away from the so-called picturebook or highly illustrated books. To assess these assumptions in relation to picturebooks, where addressed questionnaires to Portuguese teachers of the secondary education, in order to understand what are the notions about picturebooks in teaching. The specificities of picturebooks are addressed, as well as the particularities regarding the selection and use in a school context, with the aim of demystifying these books concept beyond children's universe. In the impossibility of putting the project into practice, in the time available for this purpose, it´s intended to create the lines of application of some examples for future use in a school context. Some picturebooks are presented from different relationships between text and image, with perspectives of use in a school context for different levels of education. Underlying their specificities, picturebooks have subjective and interpretative characteristics that make their analysis an enriching experience, even for the researcher himself.
Description
Keywords
Livro-álbum Literacia visual Livros crossover 2º ciclo 3º ciclos Ensino básico Picturebook Visual literacy Crossover books 2nd and 3rd cycles of basic education