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Elementos de integração curricular, desenhos de aula e ensino explícito do vocabulário
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Abstract(s)
Com base na relação multidimensional que se estabelece entre os conceitos de integração curricular e de arquitetura do conhecimento lexical, aprofundamos a reflexão sobre a inter-relação entre as diferentes conceções de integração curricular e as diferentes formas de abordagem que os
processos de ensino explícito do vocabulário podem assumir nos primeiros anos de escolaridade.
Abordamos os grandes domínios técnico-didáticos que a interface Integração Curricular/Arquitetura do Conhecimento Lexical determina nesta etapa da escolaridade em que o carácter transversal e a dimensão explícita do ensino da palavra desempenham um papel fundamental em termos
de conhecimento declarativo: (i) forma fónica: palavra fonológica (fonema, sílaba e acento); (ii)
representação gráfica e ortográfica; (iii) paradigma flexional – palavra morfológica (morfemas
gramaticais – processos de flexão, morfemas lexicais – processos de formação de novas palavras);
(iv) significado em função do contexto e relação com outras palavras: palavra morfossintática e
grupo de palavras; (v) classe de palavra; (v)restrições de uso. Propomos, adotando como referenciais epistemológico-didáticos o Dicionário Terminológico (DT), as Aprendizagens Essenciais
(AE), o Perfil dos Alunos à saída da Escolaridade Obrigatória (PASEO), uma proposta prática de
integração curricular, materializada na opção metodológica de Unidade Didática, com definição
de percursos de ensino e aprendizagem integrados para o ensino explícito do vocabulário.
Abstract: Drawing upon the multidimensional relationship established between the concepts of curricular integration and lexical knowledge architecture, this paper delves into the reflection on the interplay between different conceptions of curricular integration and various approaches that explicit vocabulary teaching processes may assume in the early years of schooling. It addresses the significant technical-didactic domains determined by the Curricular Integration/Lexical Knowledge Architecture interface at this stage of education, where the cross-cutting nature and explicit dimension of word teaching play a fundamental role in terms of declarative knowledge: (i) phonetic form: phonological word (phoneme, syllable and accent); (ii) graphical and orthographic representation; (iii) inflectional paradigm – morphological word (grammatical morphemes – inflection processes, lexical morphemes – new word formation processes); (iv) meaning in context and relationship with other words: morphosyntactic word and word group; (v) word class; (vi) usage restrictions. We propose, adopting epistemological-didactic references such as the Terminological Dictionary (TD), Essential Learning (EL), and the Profile of Students upon Completion of Compulsory Education (PSCCE), a practical proposal for curricular integration, materialized in the methodological choice of Didactic Unit, with the definition of integrated teaching and learning pathways for explicit vocabulary teaching.
Abstract: Drawing upon the multidimensional relationship established between the concepts of curricular integration and lexical knowledge architecture, this paper delves into the reflection on the interplay between different conceptions of curricular integration and various approaches that explicit vocabulary teaching processes may assume in the early years of schooling. It addresses the significant technical-didactic domains determined by the Curricular Integration/Lexical Knowledge Architecture interface at this stage of education, where the cross-cutting nature and explicit dimension of word teaching play a fundamental role in terms of declarative knowledge: (i) phonetic form: phonological word (phoneme, syllable and accent); (ii) graphical and orthographic representation; (iii) inflectional paradigm – morphological word (grammatical morphemes – inflection processes, lexical morphemes – new word formation processes); (iv) meaning in context and relationship with other words: morphosyntactic word and word group; (v) word class; (vi) usage restrictions. We propose, adopting epistemological-didactic references such as the Terminological Dictionary (TD), Essential Learning (EL), and the Profile of Students upon Completion of Compulsory Education (PSCCE), a practical proposal for curricular integration, materialized in the methodological choice of Didactic Unit, with the definition of integrated teaching and learning pathways for explicit vocabulary teaching.
Description
Keywords
Integração Didática Unidade didática Léxico Arquitetura do conhecimento lexical Unidades Curriculares Integradas Ensino do Vocabulário Didactic integration Didactic unit Lexicon Lexical knowledge architecture Vocabulary
Citation
PAIS, António Pereira (2024). Elementos de integração curricular, desenhos de aula e ensino explícito do vocabulário. Investigação, Práticas e Contextos em Educação XIII. 80-90.
Publisher
Politécnico de Leiria