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Aulas Mágicas: metodologias e textos para promover o gosto pela leitura em aulas de Português e de Espanhol
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Fomentar o gosto pela leitura é considerado hoje um dos objetivos da educação literária. É objetivo deste trabalho refletir sobre qual deverá ser a abordagem a adotar pelo professor para promover o gosto pela leitura literária, ao nível das modalidades de leitura, das atividades e estratégias de leitura e dos textos. A abordagem defendida foi posta em prática na Escola Secundária de Camilo Castelo Branco e no Instituto Español de Lisboa “Giner de los Ríos” através de quatro unidades didáticas com contos de realismo mágico. A aplicação das unidades didáticas foi precedida e seguida de inquéritos que permitiram obter dados sobre os gostos e hábitos de leitura dos alunos e perceber se estes foram recetivos a tal abordagem e a esses textos. Os resultados demonstram que, apesar de, em geral, abordagem e textos terem sido bem recebidos, há uma tendência negativa nos gostos e hábitos de leitura.
To promote the love for reading is seen today as a goal of literary education. This paper suggests which approach a teacher should adopt to promote the love of reading, regarding reading modalities, class activities and reading strategies and texts. The chosen approach was implemented in two schools, Escola Secundária Camilo Castelo Branco and Instituto Español de Lisboa “Giner de los Ríos”, with four unit plans with magical realism short stories. The use of those unit plans was preceded and followed by inquiries that allowed the gathering of data concerning the students’ reading habits and love for reading and examines whether they were receptive to the chosen approach and texts. The results show that despite the approach and texts’ success, in general terms, there is a negative tendency on the reading habits and love for reading.
To promote the love for reading is seen today as a goal of literary education. This paper suggests which approach a teacher should adopt to promote the love of reading, regarding reading modalities, class activities and reading strategies and texts. The chosen approach was implemented in two schools, Escola Secundária Camilo Castelo Branco and Instituto Español de Lisboa “Giner de los Ríos”, with four unit plans with magical realism short stories. The use of those unit plans was preceded and followed by inquiries that allowed the gathering of data concerning the students’ reading habits and love for reading and examines whether they were receptive to the chosen approach and texts. The results show that despite the approach and texts’ success, in general terms, there is a negative tendency on the reading habits and love for reading.
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Palavras-chave
Modalidades de leitura Estratégias de leitura Conto Educação literária Realismo mágico Literary education Reading modalities Reading strategies Short story Magical realism