This reflection describes a work proposal that seeks answers to the restlessness related to teaching reading over 25 years. In fact, the national and international indicators denote literacy levels below the desired, discrediting strategies used in classrooms.In this sense, a theoretic reflection is made on the practices carried out by the teacher throughout her professional experience. A graduated teacher is far from being seen as a professional completely finished and matured. The knowledge acquired during initial training is insufficient for the exercise during their career, thus recognizing in a self-reflective attitude, the need for growth.The explicit teaching of reading comprehension, the definition of learning self-regulated strategies become crucial for the formation of young people who need to develop cognitive and metacognitive skills for obtaining information from the written texts.If teaching reading is an exciting challenge, having the courage to teach to think is a challenge even more exciting.
Date of Award | 2013 |
---|
Original language | Portuguese |
---|
Awarding Institution | - Universidade Católica Portuguesa
|
---|
Supervisor | Maria Raul Xavier (Supervisor) |
---|
- Leitura
- Metacognição
- Estratégias de aprendizagem
- Mestrado em Ciências da Educação
Saber ler para saber pensar: uma visão reflexiva da abordagem da leitura no ensino da língua materna
Santos, M. I. D. M. L. (Student). 2013
Student thesis: Master's Thesis