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Desenvolvimento da consciência fonológica em crianças do 1ºCiclo do Ensino Básico
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Abstract(s)
No âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, foram desenvolvidas duas práticas pedagógicas em instituições da cidade de Castelo Branco, cada uma correspondendo a uma das vertentes do curso. Durante a Prática de Ensino Supervisionada no 1.º Ciclo do Ensino Básico, realizou-se uma investigação orientada pela questão-problema: “Como identificar e desenvolver o nível de consciência fonológica nas crianças do 1.º Ciclo do Ensino Básico?”. Esta questão sublinha a importância crescente da consciência fonológica em contexto de sala de aula, reconhecida como uma ferramenta pedagógico-didática fundamental. A consciência fonológica exerce uma influência significativa não só sobre o conteúdo aprendido, mas também sobre a forma como as crianças assimilam o conhecimento. Neste sentido, promover o seu desenvolvimento em ambientes de aprendizagem estimulantes e lúdicos pode transformar o ato de aprender numa experiência motivadora e gratificante. Para avaliar e potenciar esta competência nas crianças, realizou-se um estudo no contexto do 1.º Ciclo do Ensino Básico com uma amostra de seis crianças da turma do 4.ºA, que constituíram o público-alvo da investigação. Este estudo teve como propósito compreender o nível de desenvolvimento da consciência fonológica nas crianças deste ciclo, identificando áreas com maior ou menor progresso, com o objetivo de contribuir para práticas pedagógicas mais eficazes. Assim, visou-se apoiar o desenvolvimento linguístico numa fase crucial da aprendizagem, refletindo sobre a relevância de estratégias diversificadas para promover a consciência fonológica, essencial para a aquisição da leitura e da escrita. Os objetivos gerais definidos para o estudo foram: identificar o nível de desenvolvimento da consciência fonológica na turma e conceber atividades que permitissem avaliar e promover essa competência nas crianças observadas. Os objetivos específicos incluíram: avaliar o desenvolvimento da consciência da palavra, a consciência silábica, a consciência fonémica e a consciência intersilábica. Para a concretização destes objetivos, aplicaram-se diversas atividades às crianças da amostra, tendo como suporte metodológico um estudo de natureza qualitativa. A metodologia escolhida foi a DBR (Design-Based Research), que permite uma intervenção direta no contexto educativo. Como técnicas de recolha de dados, foram utilizadas a observação participante, as notas de campo e instrumentos específicos para as atividades de consciência fonológica, distribuídas em três microciclos de teste (pré-teste, teste e pós-teste), seguindo o modelo metodológico DBR (Design-Based Research). Complementaram-se ainda os dados com fotografias e produções realizadas pelas crianças durante as atividades. Os resultados desta investigação confirmam que o desenvolvimento da consciência fonológica tem um impacto positivo nas aprendizagens das crianças, facilitando o seu progresso na leitura e na escrita. Observou-se uma participação motivada e envolvida das crianças em todas as atividades propostas, o que valorizou a experiência educativa e reforçou a importância de integrar estas práticas de forma sistemática no ensino.
Abstract: As part of the Master's Degree in Pre-School Education and Primary School Teaching, two teaching practices were carried out in institutions in the city of Castelo Branco, each corresponding to one of the strands of the course. During the Supervised Teaching Practice in the 1st Cycle of Basic Education, an investigation was carried out guided by the problem question: “How can we identify and develop the level of phonological awareness in children in the 1st Cycle of Basic Education?”. This question underlines the growing importance of phonological awareness in the classroom, which is recognized as a fundamental pedagogical didactic tool. Phonological awareness has a significant influence not only on the content learned, but also on the way children assimilate knowledge. In this sense, promoting its development in stimulating and playful learning environments can transform the act of learning into a motivating and rewarding experience. In order to assess and enhance this skill in children, a study was carried out in the context of the 1st Cycle of Basic Education with a sample of six children from the 4th A class, who were the target audience of the research. The purpose of this study was to understand the level of development of phonological awareness in children in this cycle, identifying areas with greater or lesser progress, with the aim of contributing to more effective teaching practices. The aim was to support linguistic development at a crucial stage of learning, reflecting on the relevance of diversified strategies to promote phonological awareness, which is essential for the acquisition of reading and writing. The general objectives defined for the study were: to identify the level of development of phonological awareness in the class and to design activities that would allow this skill to be assessed and promoted in the children observed. The specific objectives included: assessing the development of word awareness, syllabic awareness, phonemic awareness and intersyllabic awareness. In order to achieve these objectives, various activities were applied to the children in the sample, using a qualitative study as methodological support. The methodology chosen was DBR (Design-Based Research), which allows direct intervention in the educational context. Participant observation, field notes and specific instruments for phonological awareness activities were used as data collection techniques, distributed in three test microcycles (pre-test, test and post-test), following the DBR (Design-Based Research) methodological model. The data was also supplemented with photographs and productions made by the children during the activities. The results of this research confirm that the development of phonological awareness has a positive impact on children's learning, facilitating their progress in reading and writing. We observed the children's motivated and involved participation in all the proposed activities, which enhanced the educational experience and reinforced the importance of integrating these practices systematically into teaching.
Abstract: As part of the Master's Degree in Pre-School Education and Primary School Teaching, two teaching practices were carried out in institutions in the city of Castelo Branco, each corresponding to one of the strands of the course. During the Supervised Teaching Practice in the 1st Cycle of Basic Education, an investigation was carried out guided by the problem question: “How can we identify and develop the level of phonological awareness in children in the 1st Cycle of Basic Education?”. This question underlines the growing importance of phonological awareness in the classroom, which is recognized as a fundamental pedagogical didactic tool. Phonological awareness has a significant influence not only on the content learned, but also on the way children assimilate knowledge. In this sense, promoting its development in stimulating and playful learning environments can transform the act of learning into a motivating and rewarding experience. In order to assess and enhance this skill in children, a study was carried out in the context of the 1st Cycle of Basic Education with a sample of six children from the 4th A class, who were the target audience of the research. The purpose of this study was to understand the level of development of phonological awareness in children in this cycle, identifying areas with greater or lesser progress, with the aim of contributing to more effective teaching practices. The aim was to support linguistic development at a crucial stage of learning, reflecting on the relevance of diversified strategies to promote phonological awareness, which is essential for the acquisition of reading and writing. The general objectives defined for the study were: to identify the level of development of phonological awareness in the class and to design activities that would allow this skill to be assessed and promoted in the children observed. The specific objectives included: assessing the development of word awareness, syllabic awareness, phonemic awareness and intersyllabic awareness. In order to achieve these objectives, various activities were applied to the children in the sample, using a qualitative study as methodological support. The methodology chosen was DBR (Design-Based Research), which allows direct intervention in the educational context. Participant observation, field notes and specific instruments for phonological awareness activities were used as data collection techniques, distributed in three test microcycles (pre-test, test and post-test), following the DBR (Design-Based Research) methodological model. The data was also supplemented with photographs and productions made by the children during the activities. The results of this research confirm that the development of phonological awareness has a positive impact on children's learning, facilitating their progress in reading and writing. We observed the children's motivated and involved participation in all the proposed activities, which enhanced the educational experience and reinforced the importance of integrating these practices systematically into teaching.
Description
Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Keywords
Consciência fonológica Educação Desenvolvimento linguístico Phonological awareness Education Language development