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Percursos, recursos e discursos, em torno do acesso à complexidade e da praxis do ensino de conceitos literários : português - 10º ano
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Advisor(s)
Abstract(s)
Este trabalho sistematiza uma investigação em educação, desenvolvida com o objectivo de orientar, estudar, reflectir e concluir sobre procedimentos inerentes a um processo pedagógico intencionalizadamente preparado para a facilitação da aquisição de conhecimento complexo, no caso, conceitos literários; os seus efeitos; as características das aquisições efectuadas; em ambientes de trabalho que procuraram diferenciar o trabalho didáctico, rentabilizando as Tecnologias de Informação e Comunicação.
Para isso, foram consideradas as percepções dos envolvidos - a própria professora e investigadora, em processo contínuo de reflexão, aprendizagem e regulação; os alunos de uma turma da disciplina de Português, 10.º ano (Agrupamento 1 – Científico-natural) - e as evidências constantes dos documentos produzidos ao longo do percurso.
Em resultado deste estudo, apresentamos os argumentos que justificam a pertinência e relevância da exploração das potencialidades do Modelo Aprendizagem de Conceitos, através da sua operacionalização, de forma integrada e oportuna, no âmbito da diversificação que deve caracterizar o ensino e aprendizagem, em geral, e, portanto, também o de figuras de semântica ou de pensamento, ao serviço do estudo do texto literário, e divulgamos conhecimento sobre os factores favorecedores e/ou limitadores de sucesso pedagógico, no contexto de desenvolvimento curricular em apreço.
Acrescemos que a revisão da literatura indicou existirem poucos estudos neste âmbito, em Portugal, e nenhum com esta especificidade e características.
A dimensão externa mais visível da perspectiva teórico-metodológica adoptada procura abranger a complexidade e, por isso, integrou propostas que emergem do campo epistemológico das Ciências Sociais – mais especificamente do denominado paradigma qualitativo – e oriundas das Ciências da Educação: realizámos abordagens metodológicas associadas à investigação-acção, usando como técnicas privilegiadas de recolha e produção de dados: a observação, o inquérito por entrevista e por questionário, os testes e a análise de documentos.
This work systematizes an educational research that was developed in order to guide, study, reflect and conclude about the procedures of a pedagogical process prepared with the aim of facilitating the acquisition of complex knowledge, such as literary concepts; its effects and the learning acquisitions characteristics, in working environments that tried to differentiate the didactical work and use Information and Communication Technologies. In order to achieve so, the perceptions of the persons involved in the study – the teacher and researcher’s, in a continuous process of reflection, learning and regulation; the students’ from a 10th grade Portuguese Class (Science Course) – and the evidence contained in documents produced during the process, were taken into account. As a result of this study, we present the arguments that justify the pertinence and relevance of exploiting the Concept Learning Model potentialities, through its application in an integrated and pertinent manner, and within diversification that should characterize both, teaching and learning in general and, therefore, also the study of semantic figures involved in the analysis of literary texts. We divulgate knowledge about the factors that enhance and/or limit the pedagogical success in the curricular development studied, too. The literature review indicated that, in Portugal, there are few studies in this domain and none with this specificity and characteristics. The most visible external dimension of the theoretical-methodological perspective adopted tries to embrace the complexity and, therefore, it incorporated proposals that have emerged from Social Sciences’ domains – more specifically from the so-called qualitative paradigm – and from Educational Sciences: we have done methodological approaches associated with action-research, using as privileged techniques of data collection and data production: observation, interview survey, questionnaire survey, written tests and documents analyses.
This work systematizes an educational research that was developed in order to guide, study, reflect and conclude about the procedures of a pedagogical process prepared with the aim of facilitating the acquisition of complex knowledge, such as literary concepts; its effects and the learning acquisitions characteristics, in working environments that tried to differentiate the didactical work and use Information and Communication Technologies. In order to achieve so, the perceptions of the persons involved in the study – the teacher and researcher’s, in a continuous process of reflection, learning and regulation; the students’ from a 10th grade Portuguese Class (Science Course) – and the evidence contained in documents produced during the process, were taken into account. As a result of this study, we present the arguments that justify the pertinence and relevance of exploiting the Concept Learning Model potentialities, through its application in an integrated and pertinent manner, and within diversification that should characterize both, teaching and learning in general and, therefore, also the study of semantic figures involved in the analysis of literary texts. We divulgate knowledge about the factors that enhance and/or limit the pedagogical success in the curricular development studied, too. The literature review indicated that, in Portugal, there are few studies in this domain and none with this specificity and characteristics. The most visible external dimension of the theoretical-methodological perspective adopted tries to embrace the complexity and, therefore, it incorporated proposals that have emerged from Social Sciences’ domains – more specifically from the so-called qualitative paradigm – and from Educational Sciences: we have done methodological approaches associated with action-research, using as privileged techniques of data collection and data production: observation, interview survey, questionnaire survey, written tests and documents analyses.
Description
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
Keywords
Ensino da literatura Língua portuguesa Aprendizagem Texto literário Conceitos Ensino secundário Estudo de casos Learning Concepts Literature didactics Curriculum differentiation Semantic figures
Citation
Galante, Sandra - Percursos, recursos e discursos, em torno do acesso à complexidade e da praxis do ensino de conceitos literários [Em linha] : português - 10º ano. Lisboa : [s.n.], 2010. XI, 164 p.