A carregar...
Publicação
Descobrir o "Outro" através da Literatura: textos e metodologias para o desenvolvimento de competências socioemocionais nas aulas de Português e de Inglês
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 39.96 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente relatório visa apresentar uma reflexão teórica e crítica em torno da Prática de Ensino Supervisionada, realizada no âmbito do Mestrado em Ensino de Português e de Inglês no 3.o Ciclo do Ensino Básico e no Ensino Secundário, ao longo do ano letivo de 2022/2023. Objetiva-se analisar e refletir as práticas pedagógicas e os materiais didáticos desenvolvidos no contexto da aula de língua estrangeira e de língua materna, alicerçados no desenvolvimento de um trabalho enquadrado pela metodologia investigação-ação.
Pretende-se explorar o impacto da literatura na promoção de competências socioemocionais nos discentes nas aulas de língua materna e de língua estrangeira, concebendo-as como um espaço de formação holística.
Pretende-se, igualmente, refletir sobre a adequação e pertinência dos métodos e dos materiais escolhidos para o contexto pedagógico em questão, bem como sobre os desafios detetados ao longo da Prática de Ensino Supervisionada. A construção dos planos de aula teve como ponto de partida a leitura e análise textos
literários, que, por diferentes meios e sentidos, incitam a reflexões capazes de fomentar o desenvolvimento de competências socioemocionais nos alunos. Neste sentido, a reflexão contempla o processo de exploração dos textos literários, mediante uma abordagem abrangente, que engloba aspetos linguísticos, literários, culturais e sociais. Esta abordagem visa formar alunos capazes de integrar-se em sociedades igualmente complexas e amplas, proporcionando-lhes uma compreensão mais completa e aberta do mundo ao seu redor.
The main purpose of this report is to present a theoretical and critical reflection on the Supervised Teaching Practicum, carried out within the scope of the Master in Portuguese and English Teaching in the 3rd Cycle of Basic Education and in Secondary Education, at Escola Secundária D. Dinis and at Escola Básica Fernando Pessoa, respectively, in Lisbon, throughout the 2022/2023 school year. The objective is to present the pedagogical practices and teaching materials developed for 9th grade classes, in the context of foreign language learning, and for 11th and 12th grades, from a perspective of studying the native language, based on the development of a work framed by the action-research methodology, in order to contemplate the impact of literature in the development of socio-emotional skills in students, with a view to conceiving L1 and L2 classes as a space for holistic growth. A reflection on the adequacy and relevance of the methods in the pedagogical context in question, as well as on the challenges detected during its application will be presented. The lesson plans were built on the basis of reading and analysing poems and other literary texts which, through different means and meanings, provoke that may contribute to the development of the learner’s socio-emotional skills. The reflection encompasses the process of exploring different textual genres through a comprehensive approach that comprehends linguistic, literary, cultural and social aspects. This approach aims the integration of students into complex and broad societies, giving them a more complete and open understanding of the world around them.
The main purpose of this report is to present a theoretical and critical reflection on the Supervised Teaching Practicum, carried out within the scope of the Master in Portuguese and English Teaching in the 3rd Cycle of Basic Education and in Secondary Education, at Escola Secundária D. Dinis and at Escola Básica Fernando Pessoa, respectively, in Lisbon, throughout the 2022/2023 school year. The objective is to present the pedagogical practices and teaching materials developed for 9th grade classes, in the context of foreign language learning, and for 11th and 12th grades, from a perspective of studying the native language, based on the development of a work framed by the action-research methodology, in order to contemplate the impact of literature in the development of socio-emotional skills in students, with a view to conceiving L1 and L2 classes as a space for holistic growth. A reflection on the adequacy and relevance of the methods in the pedagogical context in question, as well as on the challenges detected during its application will be presented. The lesson plans were built on the basis of reading and analysing poems and other literary texts which, through different means and meanings, provoke that may contribute to the development of the learner’s socio-emotional skills. The reflection encompasses the process of exploring different textual genres through a comprehensive approach that comprehends linguistic, literary, cultural and social aspects. This approach aims the integration of students into complex and broad societies, giving them a more complete and open understanding of the world around them.
Descrição
Palavras-chave
Competências socioemocionais Interculturalismo Cidadania Competências literárias Literatura Educação literária Portugues língua materna Inglês língua estrangeira Socio-emotional competences Interculturalism Citizenship Reading skills Literature Literary education Portuguese as a native language English as a foreign language