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A leitura como ponto de partida a alteridade e a compreensão de si
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Este relatório, parte integrante da componente não letiva do Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário, apresenta a reflexão e o trabalho pedagógico desenvolvidos durante a Prática de Ensino Supervisionada (PES) na Escola Secundária Fernão Mendes Pinto, em Almada.
Partindo dos dados recentes sobre as Práticas de Leitura dos Estudantes do Ensino Básico e Secundário, que comprovam os fracos índices de leitura dos mais jovens; das teorias da receção, que comprovam a influência que a leitura exerce na modificação dos esquemas mentais dos leitores e do pressuposto teórico de que a leitura estimula a empatia, foi projetada a intervenção didática com as turmas do 9º 3 e 9º 4 e as turmas do 10º4 e 12º 1. O objetivo principal consistiu no desenvolvimento de estratégias e de atividades que permitissem dotar os alunos de melhores condições científico/ disposicionais para a compreensão textual: intertextualidade, diálogo recíproco, estudo dos contextos, diálogo interartístico, incremento dos conhecimentos e estratégias metacognitivas, para o desenvolvimento de respostas afetivas para com os textos e para a utilização da escrita como instrumento para a compreensão e apropriação textual. Para além disso, foram desenvolvidos projetos de leitura a partir de textos selecionados propositadamente para estimular a alteridade e a empatia, interrelacionando-os com atividades que possibilitassem a reflexão crítica e a expressão de si. A escolha dos textos e o desenho das atividades, sobretudo no Projeto Leituras Estrangeiras, tiveram em consideração os conteúdos programáticos da disciplina de Cidadania e Desenvolvimento que estavam planeados ser desenvolvidos no semestre com a turma do 11º4, nomeadamente a interculturalidade, a consciência ambiental, a igualdade social e de género, a liberdade de expressão e os direitos humanos.
This report, which is part of the non-teaching component of the Master in Portuguese Teaching in the 3rd Cycle of Basic and Secondary Education, presents the reflection and the pedagogical work developed during the Supervised Teaching Practice (PES) at Escola Secundária Fernão Mendes Pinto, in Almada. Based on recent data about the Reading Practices of Students in Primary and Secondary Schools, which shows the low rates of reading among young people; on the theories of reception, which prove the influences of reading on the readers' mental schemes and on the theorethical assumption that reading stimulates empathy, a didactic intervention was designed with the classes 9º3 and 9º4 and the classes 10º4 and 12º1. The main objective was the development of strategies and activities that would allow to endow the students with better scientific/dispositional conditions for textual comprehension: intertextuality, reciprocal dialogue, study of contexts, interactive dialogue, increase dialogue, increase of knowledge and metacognitive strategies, for the development of affective responses towards texts and for the use of writing as an instrument for textual comprehension and appropriation. Furthermore, reading projects were developed based on texts purposely selected to stimulate otherness and empathy, interrelating them with activities that enable critical reflection and self-expression. The choice of the texts and the design of the activities, especially in the projeto Leituras Estrangeiras, took into consideration the programatic contents of the subject of Cidadania e Desenvolvimento that were planned to be developed in the semester with the 11º4 class, namely interculturality, environmental awareness, social and gender equality, freedom of expression and human rights.
This report, which is part of the non-teaching component of the Master in Portuguese Teaching in the 3rd Cycle of Basic and Secondary Education, presents the reflection and the pedagogical work developed during the Supervised Teaching Practice (PES) at Escola Secundária Fernão Mendes Pinto, in Almada. Based on recent data about the Reading Practices of Students in Primary and Secondary Schools, which shows the low rates of reading among young people; on the theories of reception, which prove the influences of reading on the readers' mental schemes and on the theorethical assumption that reading stimulates empathy, a didactic intervention was designed with the classes 9º3 and 9º4 and the classes 10º4 and 12º1. The main objective was the development of strategies and activities that would allow to endow the students with better scientific/dispositional conditions for textual comprehension: intertextuality, reciprocal dialogue, study of contexts, interactive dialogue, increase dialogue, increase of knowledge and metacognitive strategies, for the development of affective responses towards texts and for the use of writing as an instrument for textual comprehension and appropriation. Furthermore, reading projects were developed based on texts purposely selected to stimulate otherness and empathy, interrelating them with activities that enable critical reflection and self-expression. The choice of the texts and the design of the activities, especially in the projeto Leituras Estrangeiras, took into consideration the programatic contents of the subject of Cidadania e Desenvolvimento that were planned to be developed in the semester with the 11º4 class, namely interculturality, environmental awareness, social and gender equality, freedom of expression and human rights.
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Palavras-chave
Leitura Compreensão textual Alteridade Compreensão de si Reading Textual comprehension Otherness Self understanding