Abstracts Communications and the Arts

Iniciação das crianças em práticas de comunicação especializada: o potencial da leitura dialogada em contextos de aprendizagem por projeto: Initiation of children in specialized communication practices: the potential of dialogic reading in project work learning contexts

by Ana Rita Loureiro Pinto

This practicum report presents the result of the implementation of the intervention and research project developed in the context of Preschool Education and in the 1st year of the 1st Cycle of Basic Education, within the scope of Supervised Teaching Practice, carried out in the second year of the Master's degree in Preschool Education and Teaching of the 1st Cycle of Basic Education. Through the characterization of the educational contexts, considering their individualities, needs and interests, and mobilizing my pedagogical and theoretical knowledge, I outlined the main pedagogical purpose - to promote the initiation of children in specialized, active and situated communication practices, in project work , assuming dialogic reading as a pivotal strategy, and defined the investigative purpose which focused on building professional knowledge based on the realization of these practices in Preschool Education and in the 1st year of 1st Cycle of Basic Education. Following the Action-Research methodology, I defined data collection strategies that consisted of direct and participant observation, photographic records and audio and video recordings, and determined procedures and categories to carry out data analysis. The results show that dialogic reading can be characterized as a specialized communication practice, which can constitute a scaffold for other specialized communication practices, in the context of project work. In addition to mobilizing, building, and integrating new theoretical and pedagogical knowledge to support and design intentionality to practices, I was able to investigate the feasibility of dialogic reading practices, in the context of project work, for the construction of specialized communication practices, enhancing learning and active, collaborative and child-friendly ways of learning at both educational levels. With this work it was possible to recognize the importance of planning and reflection on practice and the need for constant construction of pedagogical knowledge investing in professional training.