Made under the Masters in Teaching Portuguese in the 3rd Cycle of Basic and Secondary Education and Teaching of Spanish in Basic and Secondary Education at the Faculty of Philosophy of the Regional Centre of Braga of the Portuguese Catholic University, this training report – as a dissertation text – has the purpose of reporting the study and the respective investigation of educational approach in general and didactological approach of the problematic of the levels of comprehension in reading in the context of the discipline of Portuguese Maternal Language- Culture, under the 3rd Cycle of the Portuguese Basic Education. In the Portuguese educational ambit, it appears that, in the context of the school discipline of Portuguese Maternal Language-Culture, the design of comprehension in reading translates – for, if not in sole priority mode – in operative terms, the formulation of questions by the teacher, so to check if the learner read out the text, implying to the latter that the purpose of this activity is that the learner answers questions whose relevance does not exceed the corresponding school year, despite the fact that the contemporary design scientifically based comprehension in reading considering that understanding does not consist in linear sequential transposition of the text in the cognitive repertoire of the reader, but rather in sequential recursive construction of meaning in the context of knowledge, both prior and in coming from either the tongueculture or the world, during the interaction process between the reader, the text and the context. The study is based on the corresponding didactological problematic approach, particularly through the adoption of a research-action of interpretive-constructivist nature developed in the framework of supervised teaching practice from the disciplinary component of Portuguese, from the author’s stage of the present document, as probationary teacher, during the school year of 2013/2014. This research presents the prototypical implementation of the teaching-learning practices to provide levels of comprehension in reading practice in line with the corresponding scientific references in the discipline of Portuguese Maternal Language-Culture under the 3rd Cycle of the Portuguese Basic Education. The overall results of the study in general and the respective research-action in particular, object of reporting in this training report, show that the activation of procedures in line with the didactological comprehension in reading teaching-learning benchmarks contribute to sustainable construction knowledge of both the language-culture and the world by the learner of Portuguese Maternal Language-Culture, within the relevant academic discipline within the 3rd Cycle of Portuguese Basic Education.
Date of Award | 7 Jul 2016 |
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Original language | Portuguese |
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Awarding Institution | - Universidade Católica Portuguesa
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Supervisor | Jacques Fernandes da Silva (Supervisor) |
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- Didactology of languages-cultures
- Didactics of portuguese
- Reading
- Comprehension in reading
- Mestrado em Ensino do Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário
Os níveis de compreensão em leitura na disciplina de português língua-cultura materna: um estudo de caso didactológico no 3.º ciclo do ensino básico português
Simões , S. C. F. (Student). 7 Jul 2016
Student thesis: Master's Thesis