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A Formação do PNEP e as Práticas Letivas no 1º CEB: A Transposição Didática do Domínio da Compreensão de Textos
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O presente estudo “A transposição didática das ações do PNEP no 1ºCiclo”
pretende conhecer de que modo a formação PNEP foi integrada na prática pedagógica do
professor.
Entre os vários domínios abordados na formação PNEP, elegemos a compreensão
de textos pelo aspeto fundamental e transversal no percurso escolar. A compreensão de
textos desenvolve-se enquanto o leitor lê, durante a leitura e quando esta termina, num
processo ativo, exigente e complexo. A competência leitora constrói-se ao longo da
escolaridade e necessita de um trabalho sistematizado de forma a interiorizar e a adequar
um conjunto de estratégias diversificadas.
Cabe agora ao professor fazer a transposição didática dos conteúdos apreendidos
para a sua prática pedagógica. A transposição didática representa as transformações pelas
quais passam os saberes dos professores e se tornam escolarizáveis. O que se ensina não
é uma cópia simplificada do saber científico, mas o resultado de uma reconstrução com as
suas regras e os seus processos (Chevallard, 2003). O conceito da transposição didática
pareceu-nos pertinente, porque está associado à condição de ser professor e à sua
capacidade de selecionar e sequencializar os aspetos relevantes, pertinentes e
significativos do conteúdo científico. No 1.ºCiclo, é indispensável transformar o
conhecimento académico em unidades mais simples de forma a poder ser ensinado a
crianças desta faixa etária.
A investigação que apresentamos está centrada nas metodologias sistemáticas e
nas estratégias usadas em sala de aula no ensino do Português, por 33 professores do 1º
Ciclo de três agrupamentos de escolas do concelho do Seixal, que frequentaram a ação
PNEP, entre 2007 e 2010. Este trabalho foi desenvolvido durante o 1º período de
2013/14, em contexto de sala de aula, com 25 turmas de 1ºCiclo e 7 turmas de 2ºCiclo,
num total de 542 alunos.
A caracterização da prática pedagógica dos professores da nossa amostra foi feita
através de uma entrevista semiestruturada e sujeita a um tratamento qualitativo. A
integração dos conhecimentos PNEP na atividade letiva diária foi analisada pelas
questões da entrevista, pelos instrumentos representativos e por um conjunto de provas
resolvidas pelos alunos sobre o conhecimento linguístico (compreensão lexical e
semântica) e a automonitorização da compreensão (literal, inferencial e crítica). Estas
provas foram sujeitas a algumas técnicas da estatística descritiva, designadamente
médias, desvios-padrão e correlações entre variáveis.
Nas práticas dos professores, identificámos que, a partir do 2ºano, algumas das
estratégias são abordadas apenas oralmente, prevalecendo as estratégias centradas na
escrita e que os organizadores gráficos são usados ocasionalmente. Na análise da
compreensão, obtivemos indicadores que evidenciam uma relação positiva entre a
competência da leitura e a competência da compreensão, principalmente com a
compreensão literal e a compreensão inferencial. Os professores reconhecem que a formação PNEP contribuiu para um
enriquecimento pedagógico. Porém, seria necessário que esses saberes fossem apoiados e
trabalhados num período mais alargado, de modo a que a transposição didática não fique
sujeita à sensibilidade do professor na alteração da sua prática pedagógica.
The present study “The didactic transposition of the actions os the PNEP in the Primary Scholl” intends to know how the PNEP formation was integrated in the pedagogical practice of the teacher. Among the various domains covered in the PNEP training, we chose to understand texts by the fundamental and transversal aspects in the school course. The understanding of texts develops as the reader reads, during reading and when it ends, in an active, demanding and complex process. The reading competence is built up throughout the schooling and needs a systematic work to internalize and adapt a set of diversified strategies. It is now up to the teacher to make the didactic transposition of the contents apprehended for his pedagogical practice. The didactic transposition represents the transformations through which the teachers' knowledge passes and becomes scholarly. The teachings are not a simplified copy of scientific knowledge but the result of a reconstruction with its rules and its processes (Chevallard, 2003). The concept of didactic transposition seemed pertinent because it is associated to the condition of being a teacher and to its ability to select and to sequentially the important, relevant and meaningful aspects of the scientific content. During the Primary School, it is indispensable to transform academic knowledge into simpler units so that it can be taught to children of this age group. The research that we present is centered on the systematic methodologies and strategies used in the teaching of Portuguese by 33 teachers from three groups of Primary Schools, in the county of Seixal, who attended the PNEP action between 2007 and 2010. This work was developed during the first period of 2013/14, in the context of the classroom, with 25 Primary School classes and 7 Preparatory School classes, with a total of 542 students. The characterization of the pedagogical practice of the teachers of our sample was made through a semi-structured interview and subjected to a qualitative treatment. The integration of the PNEP knowledge into the daily learner activity was analyzed by the questions of the interview, the representative instruments and a set of tests solved by the students on the linguistic knowledge (lexical and semantic understanding) and self-monitoring of comprehension (literal, inferential and critical). These tests were subjected to some techniques of descriptive statistics such as averages, standard deviations and correlations between variables. In the teachers' practices, we have identified that from the 2nd grade on, some of the strategies are only addressed orally, with strategies that are focused on writing and that graphic organizers are used occasionally. In the analysis of comprehension, we obtained indicators that show a positive relation between reading competence and comprehension competence, mainly with literal comprehension and inferential comprehension. The teachers recognize that the PNEP training contributed to a pedagogical enrichment. However, it would be necessary for such knowledge to be supported and worked over a longer period so that didactic transposition is not subject to the teacher's sensitivity in changing his pedagogical practice.
The present study “The didactic transposition of the actions os the PNEP in the Primary Scholl” intends to know how the PNEP formation was integrated in the pedagogical practice of the teacher. Among the various domains covered in the PNEP training, we chose to understand texts by the fundamental and transversal aspects in the school course. The understanding of texts develops as the reader reads, during reading and when it ends, in an active, demanding and complex process. The reading competence is built up throughout the schooling and needs a systematic work to internalize and adapt a set of diversified strategies. It is now up to the teacher to make the didactic transposition of the contents apprehended for his pedagogical practice. The didactic transposition represents the transformations through which the teachers' knowledge passes and becomes scholarly. The teachings are not a simplified copy of scientific knowledge but the result of a reconstruction with its rules and its processes (Chevallard, 2003). The concept of didactic transposition seemed pertinent because it is associated to the condition of being a teacher and to its ability to select and to sequentially the important, relevant and meaningful aspects of the scientific content. During the Primary School, it is indispensable to transform academic knowledge into simpler units so that it can be taught to children of this age group. The research that we present is centered on the systematic methodologies and strategies used in the teaching of Portuguese by 33 teachers from three groups of Primary Schools, in the county of Seixal, who attended the PNEP action between 2007 and 2010. This work was developed during the first period of 2013/14, in the context of the classroom, with 25 Primary School classes and 7 Preparatory School classes, with a total of 542 students. The characterization of the pedagogical practice of the teachers of our sample was made through a semi-structured interview and subjected to a qualitative treatment. The integration of the PNEP knowledge into the daily learner activity was analyzed by the questions of the interview, the representative instruments and a set of tests solved by the students on the linguistic knowledge (lexical and semantic understanding) and self-monitoring of comprehension (literal, inferential and critical). These tests were subjected to some techniques of descriptive statistics such as averages, standard deviations and correlations between variables. In the teachers' practices, we have identified that from the 2nd grade on, some of the strategies are only addressed orally, with strategies that are focused on writing and that graphic organizers are used occasionally. In the analysis of comprehension, we obtained indicators that show a positive relation between reading competence and comprehension competence, mainly with literal comprehension and inferential comprehension. The teachers recognize that the PNEP training contributed to a pedagogical enrichment. However, it would be necessary for such knowledge to be supported and worked over a longer period so that didactic transposition is not subject to the teacher's sensitivity in changing his pedagogical practice.
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Palavras-chave
Compreensão leitora Formação de professores Programa Nacional de Ensino do Português (PNEP) Transposição didática Didactic transposition Portuguese National Teaching Program (PNEP) Reading comprehension Teacher training