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A cor do silêncio ou o trabalho com o texto poético no ensino secundário: contributos para a construção de um modelo didático dinâmico
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Advisor(s)
Abstract(s)
A presente investigação insere-se no campo da Didática do Português língua
materna, centrando-se no trabalho com o texto poético no ensino secundário.
Num mundo em constante mudança, cujas alterações sociais se dão
rapidamente, o ensino de poesia pode contribuir para o seu entendimento.
Enquadrado pelos referenciais curriculares em vigor, o Perfil dos Alunos à Saída da
Escolaridade Obrigatória, as Aprendizagens Essenciais, a Estratégia Nacional de
Educação para a Cidadania bem como os perfis profissionais/referenciais de
competência, o estudo tem uma vincada componente prática, suportada por um
quadro teórico que conjuga o agir didático com o pensamento filosófico.
A educação para o pensamento crítico e criativo implica abordagens
diferenciadas e inovadoras, em que o pensamento de ordem superior é estimulado.
O texto poético caracteriza-se por ser complexo, pelo que se apresentam
estratégias de leitura para as quais concorrem a metodologia de Matthew Lipman
através do Programa de Filosofia para Crianças (FpC).
O estudo levado a cabo assenta no relato de práticas tidas ao longo dos anos
com especial incidência no trabalho de leitura do poema Google Maps, do poeta Rui
Lage. Percorrendo toda a investigação, bem como o trabalho realizado no passado,
ressoa uma questão: como leem poesia os alunos do ensino secundário?
Na procura de um entendimento mais profundo da problemática,
participaram no estudo uma turma do 9.º ano de escolaridade e uma turma de 12.º
ano, com quem se dinamizaram duas sessões de FpC, seguidas da realização da
interpretação escrita do poema. A compreensão de leitura de Google Maps foi
ainda aplicada a um grupo de alunos do 12.ºano, tendo-se seguido o método
tradicional de análise do texto literário com a resposta a um questionário.
Na análise dos dados seguiu-se um método misto, conjugando análise
estatística com análise de conteúdo.
The present research falls within the field of Didactics of Portuguese as mother tongue, focusing on the work with the poetic text in secondary education. In a world in constant change, where social changes rapidly occur, the teaching of poetry can contribute to its understanding. Framed by the curricular references in use, the Profile of Students Leaving Compulsory Education, the Essential Learning, the National Strategy for Citizenship Education as well as the professional profiles / benchmarks of competence, the study has a strong practical component, supported by a theoretical framework that combines didactic action with philosophical thinking. Education for critical and creative thinking implies differentiated and innovative approaches, in which higher order thinking is stimulated. The poetic text is characterised by its complexity, therefore reading strategies are presented for which Matthew Lipman's methodology through the Philosophy for Children Programme (FpC) contributes. The study carried out is based on the report of practices carried out over the years with special focus on the work of reading the poem Google Maps, by the poet Rui Lage. Thus, a class of 9th grade and a class of 12th grade participated in this study, with whom two sessions of FpC were dynamised, followed by the written interpretation of the poem. The Google Maps reading comprehension was also applied to a group of 12th grade students, having followed the traditional method of literary text analysis with the answer to a questionnaire. The data analysis followed a mixed method, combining statistical analysis with content analysis.
The present research falls within the field of Didactics of Portuguese as mother tongue, focusing on the work with the poetic text in secondary education. In a world in constant change, where social changes rapidly occur, the teaching of poetry can contribute to its understanding. Framed by the curricular references in use, the Profile of Students Leaving Compulsory Education, the Essential Learning, the National Strategy for Citizenship Education as well as the professional profiles / benchmarks of competence, the study has a strong practical component, supported by a theoretical framework that combines didactic action with philosophical thinking. Education for critical and creative thinking implies differentiated and innovative approaches, in which higher order thinking is stimulated. The poetic text is characterised by its complexity, therefore reading strategies are presented for which Matthew Lipman's methodology through the Philosophy for Children Programme (FpC) contributes. The study carried out is based on the report of practices carried out over the years with special focus on the work of reading the poem Google Maps, by the poet Rui Lage. Thus, a class of 9th grade and a class of 12th grade participated in this study, with whom two sessions of FpC were dynamised, followed by the written interpretation of the poem. The Google Maps reading comprehension was also applied to a group of 12th grade students, having followed the traditional method of literary text analysis with the answer to a questionnaire. The data analysis followed a mixed method, combining statistical analysis with content analysis.
Description
Keywords
Poesia Pensamento crítico Pensamento criativo Artes plásticas Filosofia para crianças Transdisciplinaridade Poetry Critical thinking Creative thinking Plastic arts Philosophy for children Transdisciplinarity
Citation
Ruivo, Alexandra Cristina de Faria Maurício - A cor do silêncio ou o trabalho com o texto poético no ensino secundário [Em linha]: contributos para a construção de um modelo didático dinâmico. [S.l.]: [s.n.], 2022. 452 p.