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O Perfil do Aluno e a aprendizagem da gramática
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O presente relatório descreve e reflete sobre o trabalho realizado no âmbito da Prática de Ensino Supervisionada (PES) de Português, desenvolvida no ano letivo 2022/2023, com uma turma de 10.º ano. Procurou-se trabalhar o ensino-aprendizagem da gramática em articulação com as competências preconizadas no Perfil do Aluno à Saída da Escolaridade Obrigatória (PASEO). Um olhar sobre o estado da arte do ensino-aprendizagem da gramática informou o diagnóstico a partir do qual se definiu a metodologia de investigação que moldou a intervenção didática levada a cabo durante a PES, assente na aplicação de dois laboratórios
gramaticais. O trabalho desenvolvido centrou-se na promoção de abordagens que permitissem a reflexão sobre a língua protagonizadas pelo aluno e alinhadas com as competências enunciadas no PASEO, assim como na procura de evidências que possibilitassem a caracterização do conhecimento gramatical dos alunos no ensino secundário. Os resultados, obtidos essencialmente a partir da análise das verbalizações e das
interações dos alunos em trabalho de pares durante a realização dos laboratórios gramaticais, sugerem contributos positivos do ensino-aprendizagem da gramática promovido através de metodologias indutivas no desenvolvimento de competências estabelecidas nos documentos orientadores. Simultaneamente, o relatório fornece evidência no sentido de melhor se ajustar orientações e práticas no ensino-aprendizagem da gramática, contribuindo para uma maior participação dos alunos na construção do seu conhecimento gramatical.
The following report describes and reflects upon a Supervised Teaching Practice, which took place during the 2022/2023 school year, with a 10th grade class. The main goal was to consider grammar teaching and learning in articulation with the skills established by the Student’s Profile by the end of Compulsory Schooling document. A look over the state of the art of grammar teaching in Portugal set the diagnosis from which the research methodology was defined and the intervention underlay, consisting mainly in the application of two grammar labs. The essential aim was to promote teaching approaches which could allow reflexive thinking on language and follow the framework of skills presented on the reference document, as well as attempting to describe the student’s grammar knowledge when entering secondary school. The results, obtained essentially from the analysis of the verbalizations and interactions recorded during the pair work promoted by the grammar labs, suggest positive contributions of inductive methodologies to develop the skills comprised by the regulatory documents. Simultaneously, the report enhances the importance of adjusting guidelines and practices, contributing to a larger participation of the students in the construction of their grammar knowledge.
The following report describes and reflects upon a Supervised Teaching Practice, which took place during the 2022/2023 school year, with a 10th grade class. The main goal was to consider grammar teaching and learning in articulation with the skills established by the Student’s Profile by the end of Compulsory Schooling document. A look over the state of the art of grammar teaching in Portugal set the diagnosis from which the research methodology was defined and the intervention underlay, consisting mainly in the application of two grammar labs. The essential aim was to promote teaching approaches which could allow reflexive thinking on language and follow the framework of skills presented on the reference document, as well as attempting to describe the student’s grammar knowledge when entering secondary school. The results, obtained essentially from the analysis of the verbalizations and interactions recorded during the pair work promoted by the grammar labs, suggest positive contributions of inductive methodologies to develop the skills comprised by the regulatory documents. Simultaneously, the report enhances the importance of adjusting guidelines and practices, contributing to a larger participation of the students in the construction of their grammar knowledge.
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Gramática Laboratório gramatical Metodologias indutivas Linguística educacional Perfil do aluno à saída da escolaridade obrigatória Ensino secundário Grammar Inductive methodologies Grammar lab Educational linguistics Secondary school Student’s profile by the end of compulsory schooling