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Orientador(es)
Resumo(s)
No paradigma educacional do século XXI, a valorização da diversidade, o respeito pela diferença e o combate à exclusão são pilares essenciais para a consolidação de uma escola de qualidade e democrática. Neste contexto, surgiram estratégias centradas em metodologias ativas, nas quais o aluno assume o papel central do seu processo de aprendizagem. O professor, por sua vez, passa a atuar como orientador e facilitador, apoiando os alunos na construção do seu próprio conhecimento.
Graças aos seus recursos e à mediação do professor bibliotecário, a biblioteca escolar é um poderoso instrumento pedagógico no desenvolvimento de competências transversais, proporcionando às crianças, desde cedo, experiências positivas de leitura.
Neste sentido, e numa perspetiva de promoção e desenvolvimento do gosto pela leitura em geral e do texto literário em particular, com recurso a ambientes digitais, formulámos o seguinte problema de investigação: Como é que o Scratch contribui no processo de ensino e aprendizagem, através da educação literária com alunos do 4.º ano de escolaridade, do 1.º CEB, na Biblioteca Escolar?
Para responder à nossa questão de investigação, realizámos um estudo de caso com a participação de 18 alunos do 4.º ano do 1.º Ciclo do Ensino Básico, num centro escolar situado no distrito do Porto. Os discentes foram convidados a explorar cinco obras literárias, recomendadas para o seu ano de escolaridade, e a partir dessas obras, construíram as suas próprias narrativas digitais com recurso ao ambiente de programação Scratch. A análise dos resultados evidenciou que a utilização do Scratch na biblioteca escolar se configura como uma ferramenta pedagógica de grande valor para os professores que procuram novos rumos pedagógicos capazes de levar os alunos a interagir com os textos literários, proporcionando-lhes uma experiência estética com a literatura e (re)descobrindo o prazer de ler, eventualmente perdido.
In the 21st-century educational paradigm, valuing diversity, respecting difference, and combating exclusion are essential pillars for consolidating a quality and democratic school. In this context, strategies centered on active methodologies have emerged, in which the student assumes the central role in their learning process. The teacher, in turn, acts as a guide and facilitator, supporting students in the construction of their own knowledge. Thanks to its resources and the mediation of the teacher-librarian, the school library is a powerful pedagogical instrument in the development of transversal skills, providing children with positive reading experiences from an early age. In this sense, and from a perspective of promoting and developing a love of reading in general and literary texts in particular, using digital environments, we formulated the following research problem: How does Scratch contribute to the teaching and learning process, through literary education with 4th-grade students in the 1st cycle of basic education, in the School Library? To answer our research question, we conducted a case study with 18 fourth-grade students from a school in the Porto district. The students were invited to explore five literary works recommended for their grade level and, based on these works, created their own digital narratives using the Scratch programming environment. The analysis of the results showed that the use of Scratch in the school library is a valuable pedagogical tool for teachers seeking new approaches that can lead students to interact with literary texts, providing them with an aesthetic experience with literature and (re)discovering the pleasure of reading, which may have been lost.
In the 21st-century educational paradigm, valuing diversity, respecting difference, and combating exclusion are essential pillars for consolidating a quality and democratic school. In this context, strategies centered on active methodologies have emerged, in which the student assumes the central role in their learning process. The teacher, in turn, acts as a guide and facilitator, supporting students in the construction of their own knowledge. Thanks to its resources and the mediation of the teacher-librarian, the school library is a powerful pedagogical instrument in the development of transversal skills, providing children with positive reading experiences from an early age. In this sense, and from a perspective of promoting and developing a love of reading in general and literary texts in particular, using digital environments, we formulated the following research problem: How does Scratch contribute to the teaching and learning process, through literary education with 4th-grade students in the 1st cycle of basic education, in the School Library? To answer our research question, we conducted a case study with 18 fourth-grade students from a school in the Porto district. The students were invited to explore five literary works recommended for their grade level and, based on these works, created their own digital narratives using the Scratch programming environment. The analysis of the results showed that the use of Scratch in the school library is a valuable pedagogical tool for teachers seeking new approaches that can lead students to interact with literary texts, providing them with an aesthetic experience with literature and (re)discovering the pleasure of reading, which may have been lost.
Descrição
Tese de Mestrado em Gestão da Informação e Bibliotecas Escolares, apresentada à Universidade Aberta
Palavras-chave
Biblioteca escolar Educação literária Scratch 1.º ciclo Ensino básico School library Literary education Primary school